Fact Book • 2012–2013 - Middlesex Community College

Transcription

Fact Book • 2012–2013
BOARD OF TRUSTEES 2013-2014
ROYALL M. MACK, CHAIRPERSON, ANDOVER
ROBERT A. BARTON, BEDFORD
WILLIAM J. CHEMELLI, MCC ALUMNUS, BELMONT
DR. OSCAR S. DEPRIEST IV, BEDFORD
T IMOTHY GLASER, APPOINTED ALUMNUS, WILMINGTON
J AMES G. HICKS, FRAMINGHAM
KATIE KENNEDY, S TUDENT T RUSTEE, LEXINGTON
ELIA M ARNIK, SO. ORLEANS
PAUL E. MEANS, S TONEHAM
DUANE T AYLOR, LITTLETON
MIDDLESEX COMMUNITY COLLEGE
FACT BOOK
2012-2013
CAROLE A. COWAN, ED.D. PRESIDENT
LOWELL C AMPUS
B EDFORD C AMPUS
33 KEARNEY SQUARE
591 SPRINGS R OAD
LOWELL 01852-1987
B EDFORD 01730-1197
PUBLISHED BY
THE DIVISION OF ENROLLMENT M ANAGEMENT, RESEARCH, AND PLANNING
OCTOBER 2013
[email protected]
TABLE OF CONTENTS
i
TABLE OF CONTENTS
Table of Contents ........................................................................................................................................... i
Accreditation Statements .............................................................................................................................. 1
New England Association of Schools and Colleges, Inc., NEASC.......................................................... 1
NEASC Reaccreditation ........................................................................................................................... 1
Accreditation of Individual Programs ...................................................................................................... 2
Strategic Plan 2011-2014 .............................................................................................................................. 3
Your Voice, Your Experience, Our Success ................................................................................................. 3
Mission Statement............................................................................................................................... 3
Guiding Principles .............................................................................................................................. 3
Institutional Values ............................................................................................................................. 3
Strategic Directions .................................................................................................................................. 4
Accountability Measures .......................................................................................................................... 5
Student Success............................................................................................................................................. 6
Title III Strengthening Institutions Grant ............................................................................................. 6
Title III Persistence and Retention Rates Fall 2012 ............................................................................. 7
American Association of Colleges and Universities Roadmap Project.................................................... 8
Vision Project at Middlesex Community College: The First Year Experience........................................ 9
RAMP-UP Math ..................................................................................................................................... 10
Accelerated Learning Program: Writing ................................................................................................ 11
Assessment.................................................................................................................................................. 12
Institutional Student Learning Outcomes ............................................................................................... 12
Program Review ..................................................................................................................................... 14
Academic Programs .................................................................................................................................... 15
Associate Degree Programs .................................................................................................................... 15
The Academy of Health Professions ...................................................................................................... 17
Science, Technology, Engineering, and Mathematics (STEM) ............................................................. 18
Massachusetts Community Colleges Workforce Development Transformation Agenda ...................... 19
Commonwealth Honors Program ........................................................................................................... 20
Online Learning ...................................................................................................................................... 21
Service Learning..................................................................................................................................... 22
FACT BOOK 2012-2013
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TABLE OF CONTENTS
International Studies Fellowships ............................................................................................................... 24
Student Engagement ................................................................................................................................... 25
The Center for Leadership and Engagement .......................................................................................... 25
Center for Health and Wellness .............................................................................................................. 27
Sustainability .......................................................................................................................................... 28
Multicultural Center ............................................................................................................................... 29
Serving Veterans and Families ............................................................................................................... 30
Educational Partnerships ............................................................................................................................. 31
MCC Dual Enrollment Academy ........................................................................................................... 31
Billerica Memorial High School - Early College High School .............................................................. 33
Lowell High School Partnerships ........................................................................................................... 33
Reverse Transfer with University of Massachusetts Lowell .................................................................. 34
Adult Education .......................................................................................................................................... 35
Entrepreneurship ......................................................................................................................................... 36
Workforce Development Council ............................................................................................................... 37
Corporate and Community Education and Training ................................................................................... 38
Workforce Development Highlights ...................................................................................................... 38
Corporate Education and Training ......................................................................................................... 40
The Program on Homeland Security ...................................................................................................... 42
The Career Place..................................................................................................................................... 43
Career Source ......................................................................................................................................... 44
Merrimack Valley Partners for Progress ................................................................................................ 45
Merrimack Valley Small Business Assistance Center............................................................................ 45
Admissions.................................................................................................................................................. 46
Fall 2012 Top Ten Feeder High Schools ................................................................................................ 46
High School Articulation Agreements ................................................................................................... 47
Fall Enrollment Trend ............................................................................................................................ 49
Applicants, Admits, New Enrollees ................................................................................................... 49
Entering Students Academic Skills ............................................................................................................. 50
First Time in College Students ............................................................................................................... 50
Academic Skills by Discipline ......................................................................................................... 50
Prepared for College Level Coursework ......................................................................................... 51
Placement into Developmental Courses.......................................................................................... 52
Fall Enrollment Trend ............................................................................................................................... 53
FACT BOOK 2012-2013
TABLE OF CONTENTS
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Head Count and Full Time Equivalent Students .................................................................................... 53
Head Count by Student Type ................................................................................................................. 54
Duplicated Head Count by Day, Evening, Web ..................................................................................... 55
Duplicated Head Count by Campus ....................................................................................................... 56
Credit Load Status .................................................................................................................................. 57
Gender .................................................................................................................................................... 58
Headcount by Race/Ethnicity ................................................................................................................. 59
Enrollment .......................................................................................................................................... 59
Minority Enrollment Gap ................................................................................................................... 60
Head Count by Age Group ..................................................................................................................... 61
International and Foreign Students ......................................................................................................... 62
International and Foreign Students by Country of Birth ........................................................................ 63
Head Count by Degree or Certificate Sought ......................................................................................... 65
Head Count by Program ......................................................................................................................... 66
Credits Generated by Academic Area .................................................................................................... 69
Top Thirty Feeder Cities and Towns ...................................................................................................... 71
All Students ....................................................................................................................................... 71
Spring Enrollment Trend ............................................................................................................................ 72
Summer Enrollment Trend ......................................................................................................................... 73
Annual Enrollment Trend ........................................................................................................................... 74
Unduplicated Credit Student Head Count .............................................................................................. 74
Unduplicated Non-Credit Student Head Count ...................................................................................... 75
Student Performance ................................................................................................................................... 76
Persistence and Retention ....................................................................................................................... 76
IPEDS Success Rate ............................................................................................................................... 77
Six-Year Community College Success Indicator ................................................................................... 78
Grade Distribution .................................................................................................................................. 79
Annual Successful Course Completion Rate Trend ............................................................................... 80
Student Academic Standing.................................................................................................................... 81
Degrees and Certificates Awarded ......................................................................................................... 83
Degrees and Certificates ............................................................................................................................. 84
Awarded By Program ............................................................................................................................. 84
FACT BOOK 2012-2013
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Awarded By Gender ............................................................................................................................... 87
Awarded By Race/Ethnicity ................................................................................................................... 88
College and University Articulation Agreements ....................................................................................... 90
Transfer Study............................................................................................................................................. 93
Top 20 Transfer Colleges ....................................................................................................................... 93
Top 10 Baccalaureate Degree Public and Private Transfer Colleges ..................................................... 94
Transfer Students by Program 2011-2012 .............................................................................................. 95
Transfer Students by Race/Ethnicity 2011-2012 .................................................................................... 98
Transfer Colleges 2011-2012 ................................................................................................................. 99
Employee Profile ...................................................................................................................................... 107
Full Time Faculty by Highest Degree Level ........................................................................................ 107
Full Time Faculty by Gender and Academic Rank .............................................................................. 108
Full Time Faculty by Race/Ethnicity.................................................................................................... 109
Full Time Faculty by Gender and Race/Ethnicity ................................................................................ 110
Part Time Faculty by Gender and Race/Ethnicity ................................................................................ 111
Full Time (non instructional) Staff by Gender and Race/Ethnicity ...................................................... 112
Part Time (non instructional) Staff by Gender and Race/Ethnicity ...................................................... 113
Finance Data ............................................................................................................................................. 114
Tuition and Fee Rates ........................................................................................................................... 114
Sources of Student Financial Aid ......................................................................................................... 115
Financial Aid Awards Disbursed.......................................................................................................... 115
Financial Aid Applicants and Awards .................................................................................................. 116
Financial Aid Grants, Scholarships, & Work Study 2009-2013 .......................................................... 117
Student Loans FY 2009-FY 2013......................................................................................................... 118
Foundation Scholarships ...................................................................................................................... 119
Budget Trend FY2009–FY2013 ........................................................................................................... 120
The Annual Fund .................................................................................................................................. 121
Grant Funding 2012-2013 .................................................................................................................... 122
FACT BOOK 2012-2013
ACCREDITATION STATEMENTS
1
NEW ENGLAND ASSOCIATION OF SCHOOLS AND COLLEGES, INC., NEASC
Middlesex Community College is accredited by the New England Association of Schools and Colleges, Inc.,
NEASC, through its Commission on Institution of Higher Education. Accreditation of an institution of higher
education by the New England Association is not partial but applies to the institution as a whole. In addition,
specialized programs may also have an individual accreditation.
NEASC REACCREDITATION
In anticipation of the November 2014 reaccreditation visit from NEASC (New England Association of Schools and
Colleges), a group of MCC administrators and faculty took part in a two-day self-study workshop to begin planning
for this process. Lessons learned at the workshop framed the agenda of an orientation for the 24 co-chairs in January
on the narrative and data requirements of the 11 self-study standards. Subsequently, a Kick-Off was held in February
to introduce 110 committee participants (drawn from the faculty, professional staff, classified staff, and
administration) to their standards and to the leadership teams. Each standard committee met bimonthly throughout
the spring semester to contribute to the emerging narratives and to lay the foundation for the appraisal and projection
portions of each standard.
The Steering Committee comprised of the co-chairs of the 11 standards and ex-officio members, met five times to
support each committee’s progress, and to streamline data requests. Steering Committee Leaders (including the
Provost, Associate Provost, and a faculty leader) met with individual committees upon request.
A Blackboard site was established to allow easy exchange of information between all committee members. General
announcements, minutes of meetings, and document drafts are being uploaded to the site. Also included are two data
sets mandated by NEASC. Data First Forms provide readers of the self-study with a data portrait of the college’s
programs, students, faculty, locations, instructional modalities, resources, and organizational structure. The S-1
Series presents data on retention and graduation rates and other measures of student success appropriate to the
college’s mission. The Blackboard will also later serve as an electronic component of the NEASC visiting team’s
workroom when they arrive on campus in the fall of 2014.
In May, the Steering Committee held its last meeting of the 2012-13 academic year. The co-chairs of each standard
committee presented the highlights of their group’s findings. These findings provided the basis of the first draft of
the descriptive portion of the self-study, which was written over the summer by a select team of writers. Upon the
commencement of the 2013-14 academic year in September, the 11 standards committees will reconvene to review
the draft of the descriptive portion of the self-study and begin the appraisal phase.
FACT BOOK 2012-2013
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ACCREDITATION OF INDIVIDUAL PROGRAMS
The Dental Assisting Program, the Dental Hygiene Program, and the Dental Laboratory Technology Program are all
accredited by the Commission on Dental Accreditation of the American Dental Association. American Dental
Association Commission on Dental Accreditation (CODA) 211 East Chicago Avenue Suite 1900 Chicago, Illinois
60611, (312)-440-4653, E-mail: [email protected]
The Medical Assisting Program is accredited by the Commission on Accreditation of Allied Health Programs, on
recommendation of the Curriculum Review Board of the American Association of Medical Assistants Endowment.
CAAHEP is located at 1361 Park St., Clearwater, Florida 33756, (727)-210-2350.
The Diagnostic Medical Sonography Program is accredited by the Joint Review Committee on Education in
Diagnostic Medical Sonography JRC-DMS 6021 University Boulevard, Suite 500 Ellicott City, MD 21043.
The Nursing Program is accredited by the Accreditation Commission for Education in Nursing (ACEN) 3343
Peachtree Road NE, Suite 850, Atlanta, Georgia 30326, (404)-975-5000.
The Radiologic Technology Program is accredited by the Joint Review Committee on Education in Radiology
Technology located at 20 North Wacker Drive, Suite 2850 Chicago, IL 60606-3182, (312)-704-5300.
FACT BOOK 2012-2013
STRATEGIC PLAN 2011-2014
3
STRATEGIC PLAN 2011-2014
YOUR VOICE, YOUR EXPERIENCE, OUR SUCCESS
MISSION STATEMENT
At Middlesex Community College, everyone teaches, everyone learns. Collaborative in nature and innovative in
practice, we educate, engage, and empower a diverse community of learners. Through transformative opportunities,
we challenge and support every student to succeed and lead. Recognizing equity and inclusion as the foundation for
excellence and creativity, Middlesex Community College meets the evolving educational, civic and workforce needs
of our local and global communities.
GUIDING PRINCIPLES
To advance excellence and student success, we will:
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Invest time, effort, and resources
Champion the power of diversity
Collaborate about substantive matters and strategic directions
Act on frequent feedback
Reflect and integrate learning
Make explicit connections between educational practices and the world around us
INSTITUTIONAL VALUES
Middlesex Community College is a progressive and dynamic learning community, committed to providing
educational programs and services that support personal growth and economic opportunity for its diverse student
population. Focused on student success and academic excellence, we are dedicated to the following core values:
Access and Opportunity: We ensure access to higher education by offering clear pathways to academic success
and transformative opportunity for the diverse populations we serve.
Diversity, Equity, Inclusion: We embrace and celebrate the diversity of our community, recognizing equity and
inclusion as the foundation for excellence and innovation.
Empowerment: We believe everyone teaches, everyone learns, and everyone leads. Empowerment for all is the key
to our growth and sustainability.
Partnerships: We engage in dynamic, innovative partnerships to build a better future for our college and our
community.
Personal Connections: We nurture personal connections through collaboration, advising, mentoring, and advocacy
to ensure our success.
Resourcefulness, Creativity & Innovation: We cultivate resourcefulness, creativity, and innovation in all we do.
Responsiveness: We commit to being responsive to our students, our colleagues, and the educational, economic,
social, and workforce needs of our community.
FACT BOOK 2012-2013
4
STRATEGIC DIRECTIONS
We will improve access and advance student success by strengthening evidence-based practices and resource
allocation. To enhance student access we will expand proven practice and explore new initiatives in vertical
teaming, dual enrollment, college readiness, and course and program delivery models. To advance student success,
we will implement high impact practices that support core student success skills and close achievement gaps.
Institutional student learning outcomes for our graduates will be clear, transparent, and well-integrated throughout
the students’ college experience. Ongoing, college-wide assessment will foster continuous improvement and drive
resource allocation.
We will transform learning by integrating academic, workplace, and global experiences to meet personal,
professional, and community needs. Global perspectives, real-world experiences, and professional skills will
enrich our academic programs and be authentically assessed. We will provide a relevant and transformative
academic experience through the expansion of opportunities for career planning, experiential learning, cooperative
education, internships, externships, undergraduate research, service learning, and international education. In
response to industry and community needs, we will design programs in emerging fields that include short-term and
accelerated training models and non-credit articulation.
We will drive innovation, enrich community and broaden the learning experience for all by fulfilling our
shared responsibility for diversity through expanded activities that promote a broader understanding and
appreciation for diversity and recognize the importance of globalization. We will improve policies and practices to
recruit, support and retain a more diverse student body and workforce. Together, students, faculty, and staff will
create a working and learning environment that values diversity in all its forms as the essential element inspiring
improvement and innovation. We will focus on research, pedagogies, and initiatives that assist in identifying and
closing achievement gaps for diverse student populations and effectively support student success for all.
We will empower all members of the college community to be educators, mentors, advocates, entrepreneurs,
and lifelong learners through enhanced professional development, curriculum, and co-curricular activities. We will
expand engagement opportunities for part-time faculty and support staff; increase the use of mentoring, advocacy
and peer support models; and continue to build a college environment that encourages on-going reflection, wellness,
improvement, and entrepreneurship. To enhance student responsibility, self-advocacy, and leadership, we will
increase student representation on college-wide committees and create new roles for students as peer mentors,
advisors, tutors and leaders.
We will foster greater college engagement through improved communication, personal connections, and
collaborative partnerships by creating new opportunities for students, faculty, and staff to interact, learn, and work
together to build community, to enhance student learning outcomes and to achieve strategic college priorities. We
will strengthen college-wide communication and information dissemination through the effective use of nextgeneration technology tools, the establishment of innovation and interest groups and the inclusion of student voice in
all we do.
We will build partnerships that stimulate innovation and address the educational, social, economic, and
workforce development needs of our communities. We value our role as a convener for active partnerships aimed
at creating innovative solutions to significant community challenges. By maximizing relationships with our
workforce investment and advisory boards, employers, career centers, and alumni, we will be positioned to best
meet emerging education and training needs. Internal college teams will reach out to community partners to
highlight and creatively address local and regional issues. We will proactively demonstrate and market the value of
our resources and programs, attaining a new level of community awareness, responsiveness, and impact.
FACT BOOK 2012-2013
5
ACCOUNTABILITY MEASURES
Student Success Indicators – Disaggregated by Demographic and Socio-Economic Groups
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Developmental Education/College Level
Persistence
Retention
Graduation
Mass Transfer
Community College Composite Success Measure
Degree & Certificate Production in High Demand Fields
Institutional Student Learning Outcome Assessments
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Writing
Critical Thinking
Personal and Professional Development
Assessment of the College Climate: National Initiative for Leadership & Institutional Effectiveness Survey
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Institutional Structure
Supervisory Relationships
Team Work
Student Focus
Assessment of Student Engagement: Community College Survey of Student Engagement (CCSSE)
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Active and Collaborative Learning
Academic Challenge
Student Effort
Student-Faculty Interaction
Support for Learners
FACT BOOK 2012-2013
6
STUDENT SUCCESS
STUDENT SUCCESS
TITLE III STRENGTHENING INSTITUTIONS GRANT
A Commitment to Increasing Student Achievement, Persistence, Retention, and Engagement
Like many community colleges, Middlesex Community College (MCC) strives to improve its persistence and
retention rates. With over 70% of all first time students testing into one or more developmental courses, MCC serves
a highly underprepared student body. In 2005, more than 52% of first time students at MCC did not successfully
complete gateway courses and 32% failed to persist and did not register for second semester classes.
In response, MCC began its Title III Strengthening Institutions project—Strategies for Success: Increasing
Achievement, Persistence, and Engagement (SFS) in October of 2008. The goal of SFS is to significantly improve
student retention and persistence through a group of initiatives designed to promote student engagement and
success. In order to be successful, this ambitious project required the active participation of professionals from all
sectors of the MCC community.
SFS focuses on the curricular redesign of gateway courses, exploration courses, and learning communities; and a
developmental advising initiative that embeds the college’s Core Student Success Skills throughout the advising
process, and expands access to services such as goal-setting, educational planning, and career planning. Additional
grant activities included the development and implementation of an academic alert system, an academic planning
and degree auditing tool and the creation of an Engagement Specialist position that supports faculty in the creation
of student engagement activities that connect classroom learning to the community. All SFS activities are designed
to promote the core skills identified as crucial to student success: critical thinking, collaboration, communication,
organization, and self-assessment. The program's approach has been informed by national research on best practices
in student engagement, developmental advising and pedagogical practice.
Transforming an institution is no easy feat; particularly at a college with over 13,000 students on two campuses. The
success of SFS hinged on how quickly and effectively the project activities could be woven into the fabric of the
college so as to ensure that the largest number of students was positively impacted. Institutionalizing SFS was a
significant undertaking that necessitated a cross functional team of MCC leaders to drive it forward.
Each year, approximately 60% of Middlesex’s total credits are taught by part time faculty. Because the
institutionalization of SFS success was so vital to the college’s student success agenda and acknowledging the
critical role part time faculty play, we took the step of requiring all part time faculty to complete a Student Success
Professional Development Workshop. This brought over 500 part time faculty and staff together over an 18 month
period to learn more about SFS and tools designed to support student success. The workshop enabled part time
faculty to participate more fully in the life of the college and provided them with the skills and tools they needed to
work more effectively with our students.
For the past three years, the SFS team has assessed the impact of the grant funded activities on students. The
findings strongly reinforce our belief in the importance of this work. Most recently, the team looked at a fall 2012
cohort of approximately 1192 first time freshman in specific programs and compared those who participated in grant
related activities to those that did not. The cohort included students from Humanities, Liberal Arts, Science,
Engineering Technology, Health Careers, Human Services, and Social Sciences. Notable results include higher
persistence rates for students exposed to any of the interventions than the persistence rates for students not exposed
to the intervention.
FACT BOOK 2012-2013
STUDENT SUCCESS
7
TITLE III PERSISTENCE AND RETENTION RATES FALL 2012
Persistence Rates of Fall 2012 First-Time Freshman
Title III
Strategies for Success
Intervention Strategies
Developmental Advising
Career Counseling
Transfer Counseling
Reformed Curriculum
Academic Plan
Tutoring
Early Alert
Opening Day
Getting Started
Participated in
the Noted
Intervention
85.3%
90.0%
Did Not
Participate in the
Noted Intervention
65.1%
74.8%
Percentage Points
Difference in
Persistence Rate
20.2%
15.2%
90.3%
79.3%
88.4%
89.7%
78.5%
83.9%
77.9%
75.1%
75.3%
69.9%
73.5%
76.6%
72.6%
57.6%
15.2%
4.0%
18.5%
16.2%
1.9%
11.3%
20.3%
Participated in
the Noted
Intervention
Did Not Participate
in the Noted
Intervention
Percentage
Points Difference
in Retention Rate
69.1%
70.1%
73.1%
68.0%
78.0%
72.8%
46.6%
65.0%
60.0%
37.3%
55.3%
54.9%
51.4%
44.1%
51.6%
59.6%
51.0%
47.9%
19.0%
15.1%
5.9%
4.3%
17%
15.7%
-12.5%
13.6%
10.7%
Retention Rates of Fall 2012 First-Time Freshman
Title III
Strategies for Success
Intervention Strategies
Developmental Advising
Career Counseling
Transfer Counseling
Reformed Curriculum
Academic Plan
Tutoring
Early Alert
Opening Day
Getting Started
FACT BOOK 2012-2013
8
STUDENT SUCCESS
AMERICAN ASSOCIATION OF COLLEGES AND UNIVERSITIES ROADMAP
PROJECT
Middlesex Community College (MCC) was chosen by the American Association of Colleges and Universities
(AAC&U) in 2010 to join a select group of twelve community colleges as part of the Roadmap Project. These
twelve colleges are expected to become national models in support of community college student success.
Collectively, these leadership institutions are working to take what are often isolated and independent student
success efforts and create an integrated roadmap to support both student persistence and higher levels of academic
achievement. The Roadmap institutions are:
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Eugenio Maria de Hostos Community College (CUNY) (New York, New York)
Gainesville State College (Oakwood, Georgia)
Georgia Perimeter College (Decatur, Georgia)
Lane Community College (Eugene, Oregon)
Miami Dade College (Miami, Florida)
Middlesex Community College (Bedford, Massachusetts)
Mt. San Antonio College (Walnut, Los Angeles County, California)
Northern Virginia Community College (Annandale, Virginia)
Prince George's Community College (Largo, Maryland)
Queensborough Community College (CUNY) (New York, New York)
Salt Lake Community College (Salt Lake City, Utah)
Tidewater Community College (Norfolk, Virginia)
A Freshman Seminar model was developed by the MCC Roadmap team. MCC received Massachusetts Department
of Higher Education’s Vision Project funding to develop a series of one-credit, General Education elective high
impact courses, including a First Year Seminar (FYE). With our Roadmap project funding, the college
complemented the FYE with student development and use of ePortfolios as a reflective tool for goal-setting, selfassessment and increased reflection and metacognition. During the 2012-13 academic year, hundreds of students in
FYE courses as well as in career programs such as Hospitality Management, Dental Hygiene, Criminal Justice and
Business developed ePortfolio websites to showcase their academic and professional achievements and to reflect
upon their development as college students. Several additional programs, including Nursing, will utilize ePortfolios
in 2013-14.
MCC was selected to serve as a mentor Roadmap institution in Roadmap Phase II, beginning in 2013. Ten new
community colleges will join this group and MCC will have the opportunity to mentor some of these institutions as
well as to further enhance our development and use of student ePortfolios to improve student engagement and
learning.
FACT BOOK 2012-2013
STUDENT SUCCESS
9
Massachusetts Department of Higher Education’s
VISION PROJECT AT MIDDLESEX COMMUNITY COLLEGE: THE FIRST
YEAR EXPERIENCE
Middlesex Community College’s innovative Massachusetts Department of Higher Education Vision Project
initiative, “The First-Year-Experience (FYE),” builds on the successes achieved through the college’s Title III
Strategies for Success grant. The FYE incorporates nationally recognized high impact practices that have been
documented as contributing to increasing student retention, persistence, graduation, and transfer. In FY 2012-13, the
FYE program created one-credit high-impact practice courses. These General Education Seminar courses include:
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First-Year-Experience (linked to a general education course as a Learning Community)
Leadership
Service-Learning
Undergraduate Research
Career Exploration
Career Development
Wellness
A robust First-Year-Experience Blackboard site containing information to support instructors is continually being
updated. In spring 2013, faculty teaching FYE sections contributed revised lesson plans to add to the existing
resources, which include sample syllabi, assignments, rubrics and other course materials. In addition, University of
Massachusetts at Lowell, one of our top transfer institutions, has put the courses into their transfer dictionary.
Articulation agreements are in various phases for other local colleges.
Initial data analysis indicates that the First-Year Experience courses are having a significant impact on student
persistence. During the second year of piloting, in fall 2012, a total of 430 students were enrolled in 34 IDS course
sections. Of those students, 280 or 65% completed the course and 150 or 35% did not. Out of the 280 completers, a
total of 266, or 95%, of students persisted and were enrolled at MCC in spring 2013. The persistence rate was lower
among those who attempted and did not complete IDS 101 in fall 2012. A total of 94 out of the 150 non completers,
or 63%, persisted in the spring.
Persistence was also evaluated for students who were eligible for IDS 101 (First-Year Experience Linked Learning
Communities) in fall 2012 but did not take it. A total of 1,232 Liberal Studies students were eligible to take IDS 101
in fall 2012. These students had not earned more than 30 institutional or transfer credits prior to fall 2012. Of the
1,232 students who were eligible for IDS 101 but did not enroll, 67% (829) persisted in the spring.
An analysis has also been made of the success rate of students enrolled in General Education Seminar: First-Year
Experience. The learning communities link such courses as Basic Writing, English Composition, Basic Math, or
Introduction to Psychology to an FYE Seminar. In fall 2012, 24 General Education course sections were linked to
seminars. In the day sections, 79% of students in linked general education courses completed the courses, as
compared to only 72% of students that were in non-linked sections of the same general education courses.
Combined results for day, evening and online sections showed that 78% in linked courses completed the courses, as
compared to 73% who did not.
In fall 2012, first-time students in Liberal Studies were required to complete three of these one-credit experiences to
satisfy a three-credit general education elective. Beginning in fall 2013, all incoming Education majors will also be
required to take the seminars.
FACT BOOK 2012-2013
10
STUDENT SUCCESS
RAMP-UP MATH
RAMP-UP Math represents a complete redesign of MCC’s developmental math sequence from a traditionally
delivered course-based model to one that is modular mastery-based, and technologically-driven. The RAMP-UP
initiative (Review, Achieve, Master, and Progress) began as a pilot in spring 2011 and was fully implemented during
the 2011-12 academic year. The program provides technology mediated instruction using My Math Lab. The
approach is based on a nationally recognized model that has demonstrated success in both two-year and four-year
institutions.
RAMP-UP Math utilizes a mastery based approach. The 12 modules that students complete are equivalent to the
former developmental math sequence. In RAMP-UP Math, students are required to complete a minimum of 4
modules with a C or better each semester that they are enrolled in the program. Students have the opportunity to
complete all 12 modules in one semester and be ready for a college-level course sooner.
The table below compares the success rates of RAMP-UP Math courses (Fall 2012) with the success rates of
traditional math sequence courses (Fall 2010). For students who tested into MAT 060 or 065, students succeeded if
they completed at least modules 1-4. For students who tested into MAT 070 or 075, students succeeded if they
completed at least through module 8. For students who tested into MAT 080, students succeeded if they finished all
12 modules in the semester.
In a comparison of first-time math students enrolled in the RAMP-UP math program with first-time math students in
the prior developmental math sequence, the success rate for RAMP-UP exceeded the traditional model. Among
students who tested as eligible for Fundamentals of Mathematics, 69% of RAMP-UP students succeeded (Fall 2012)
compared to 53% of those in the traditional math sequence (Fall 2010). Among students who tested as eligible for
Algebra I, 60% of RAMP-UP students succeeded (Fall 2012) compared to 50% of those in the traditional math
sequence (Fall 2010).
Fundamentals of Math, Modules 1-4
Algebra I, Modules 5-8
Algebra II, Modules 9-12
Traditional Math Fall 2010
RAMP-UP Math Fall 2012
Placed
724
499
521
1744
Placed
811
321
18
1150
Succeeded
381
248
311
940
%
53%
50%
60%
54%
Succeeded
562
193
3
758
%
69%
60%
17%
66%
In addition to higher pass rates, RAMP-UP Math has allowed students to complete the developmental math
sequence in fewer semesters. In fall 2012, 22% of all developmental math students were able to complete more
modules than what would have been possible if they had taken traditional math. For example, of the 811 students
who placed into Fundamentals of Math in fall 2012, 357 or 44% completed the first four modules; in addition, 205
or 25% completed the first eight modules, completing two courses in one semester what would have taken several
semesters to complete.
Note: As of fall 2011, all students testing below Algebra II level, i.e. < 56 on the CPT, were placed in the RAMPUP math program. Initially, all students began in Module 1: Whole Numbers. In the interest of moving students
through the developmental sequence more quickly, as of summer 2012, students who previously would have tested
into Algebra 1 now begin in Module 5: Algebraic Expressions.
FACT BOOK 2012-2013
STUDENT SUCCESS
11
ACCELERATED LEARNING PROGRAM: WRITING
Across the country, community college faculty members are concerned about the low success rate of students who
begin their college education in developmental or pre-college level writing courses. Even when students pass one
level of these courses, they often do not return to the college to enroll in the next level course. In an effort to
accelerate students’ progress to college level course work, Middlesex Community College adapted a model
developed at the Community College of Baltimore County.
In our Accelerated Learning Program (ALP) first-time students who place into the pre-college level ENG 071 Basic
Writing course are invited to enroll in specially identified ENG 101 English Composition I classes along with an
ENG 099, Writing Skills Seminar, taught by the same instructor. These students complete all the same assignments
as their non-ALP classmates, but also have an additional three hours per week with their Composition I instructor.
This time is devoted to supporting student success on the writing assignments and developing college success skills
such as problem solving and time management. The advantage to the students is that in one semester they can
complete the prerequisite for many college level courses and the college-level introductory composition course.
Faculty teaching in the ALP program collaborated to develop three shared assignments. These were implemented in
the ENG 099 sections including a common end-of-semester assessment.
In fall 2012, 95 students participated in ALP, taking ENG 101 with 258 non-ALP students. ALP students benefit
from taking two classes in one semester (ENG 099/ENG 071, Writing Skills Seminar, and ENG 101, English
Composition I) that ordinarily would require two semesters to complete.
In addition, results from fall 2012 show that ALP students perform at the same level, or exceed, non-ALP students
in a number of measures. In the fall, students taking ENG 099 were more likely to complete this course (83%) than
those taking ENG 071, Basic Writing (69%). In addition, ALP and non-ALP students performed at the same level in
ENG 101, English Composition I. A total of 65% of ALP students completed ENG 101, English Composition I,
with a grade of C- or better, compared to 66% of the non-ALP or traditionally placed ENG 101, English
Composition I, students. ALP students (87%) were more likely to enroll in the spring semester than non-ALP
students (78%). Finally, students enrolled in the fall 2012 ALP sections performed at close to the same level in the
next course in the writing sequence, ENG 102, English Composition II, in the spring semester (75%) as non-ALP
students (71%), when the analysis was restricted to students testing at the developmental level upon enrollment at
the college.
FACT BOOK 2012-2013
12
ASSESSMENT
ASSESSMENT
INSTITUTIONAL STUDENT LEARNING OUTCOMES
Since 2006, Middlesex Community College has had a robust, multilevel assessment process in place that provides
valuable information about our students’ achievement of institutional and program-level student learning outcomes.
This information informs academic and co-curricular planning, focused on providing MCC students with
meaningful, challenging learning experiences within and outside our classrooms. The MCC community has recently
revised its six Institutional Student Learning Outcomes (ISLOs) to include Quantitative Literacy, reflecting the
dynamic nature of our ongoing work to identify, support and assess the essential skills, abilities and habits of mind
that students will need in order to be academically and professionally successful. Our goal is to contextually
integrate these ISLOs into all MCC coursework and co-curricular experiences so that students have multiple
opportunities during their time here to develop expertise with them. Assessment teams, composed of faculty, staff
and students, annually provide analysis of student achievement of these ISLOs.
•
•
•
•
•
•
Written and Oral Communication
Critical Thinking
Quantitative Literacy
Social Responsibility
Multicultural and Global Literacy
Personal and Professional Development
In 2011, MCC’s General Education Committee reviewed our Core Curriculum requirements for currency and value.
As a result, several general education distribution requirements were changed, as were our ISLOs, incorporating
Quantitative Literacy as a major goal for student learning across the curriculum. The committee implemented a
process where all courses seeking the general education designation are required to support and assess a minimum of
three ISLOs, ensuring that students have multiple opportunities to increase their expertise with these essential skills,
abilities and habits of mind. This process replaces our former Intensive Value course distribution requirement. We
expect to phase in this general education designation course application process over the next two years.
In addition to our own work with student learning outcomes, as a result of Massachusetts’ Vision Project, and
specifically our work with other two and four year public institutions across the state within the Advancing a
Massachusetts Culture of Assessment (AMCOA) group (http://www.mass.edu/currentinit/vpwgamcoa.asp), MCC
faculty have collaborated with faculty from the University of Massachusetts Lowell (UML) and Northern Essex
Community College (NECC) to assess student development and achievement of the American Association of
Colleges & University’s (AAC&U) Essential Learning Outcomes, which our own ISLOs mirror. In 2011-12, MCC,
NECC and UML faculty collaborated to develop a model for inter-college assessment work, applying AAC&U’s
VALUE rubric for Written Communication to samples of student writing collected from all three institutions.
Additionally, MCC and UML faculty from four programs in which there is a high rate of transfer undertook a threeyear collaborative project to integrate and then assess students’ development of Quantitative Reasoning skills in
non-math courses. This project, the Quality Collaboratives Project (http://www.aacu.org/qc/index.cfm), is funded by
AAC&U and the Lumina Foundation as a pilot for the use of the Lumina Foundation’s Degree Qualifications
Profile’s Quantitative Fluency learning outcomes for Associate and Bachelor degree students.
Our general education revision work described above was generated from 2010 ISLO assessment results that
indicated that students were achieving high levels of written competency by the end of their English Composition II
FACT BOOK 2012-2013
ASSESSMENT
13
course that their writing did not reflect a year later as they approached graduation. The data suggested a need for
continued focus on writing throughout students’ education, with an emphasis on writing across the curriculum to
enable students to transfer to four-year institutions as competent academic and professional writers. We feel
confident that the same holds true for student achievement of our remaining ISLOs. Students need multiple
opportunities over time and across disciplines to practice and contextualize the essential skills, abilities, and habits
of mind with which they will need fluency after leaving MCC. By integrating these ISLOs into all general education
courses across the curriculum, we are providing students with these opportunities and expect that our ISLO
assessment work will reveal increased student expertise over time.
In 2012, MCC was selected to participate in Pilot Study for a Model for Statewide Assessment, along with Northern
Essex, Mount Wachusett and Bristol Community Colleges, Framingham and Salem State Universities and the
University of MA Lowell, assessing three of our Institutional Student Learning Outcomes: Written Communication,
Critical Thinking and Quantitative Literacy. The pilot study involved assessing student learning outcomes at the
cross-institution level for eventual state level aggregation by sector – two and four-year colleges and universities.
Data collected in this pilot was not publicly reported. With strong faculty support, many of our students who had
already achieved a minimum of 45 credits were asked and contributed their work to be de-identified and scored by
faculty scorers from across the state. Three of our own faculty participated in the scoring work, and led a similar
process on our own campus in May with faculty new to the process.
Concurrent with this state-level pilot study, twenty faculty from MCC and the University of MA Lowell teaching in
four high-transfer programs – Science, Business, Psychology and Criminal Justice – were funded by AAC&U to
pilot the use of the Lumina Degree Qualifications Profile (DQP) in their teaching. Faculty from our two institutions
met to develop curriculum and assess student work that demonstrated development of Quantitative Literacy at levels
recommended by the Lumina DQP as appropriate for Associate and Bachelor Degree-seeking students.
FACT BOOK 2012-2013
14
ASSESSMENT
PROGRAM REVIEW
In addition to our institutional-level assessment of Student Learning Outcomes, our academic and co-curricular
programs and departments participate in a program review and assessment process that was developed in 1998 and
enhanced with student learning outcome assessment in 2006. Programs and departments conduct self-studies every
five to seven years, in conjunction with external accreditation processes and utilizing external consultants as
appropriate. In addition to these cyclical self-studies, all academic and most co-curricular programs and departments
engage in annual assessment of their goals for student learning and achievement. These goals are developed in
alignment with program and professional standards as well as our own Institutional Student Learning Outcomes.
Findings are used to inform improvement of student learning within the program as described in a program
improvement plan, and help to ensure that all MCC graduates have developed the discipline-specific and
interdisciplinary knowledge, skills, abilities, and habits of mind that will be necessary in their further higher
education and careers. Programs and departments share their findings with their colleagues at annual Program
Review Showcases.
Copies of program reviews and review templates are available at: http://www.middlesex.mass.edu/programreview/.
In 2012-13 academic year, academic, student affairs, and enrollment management programs undertook the process
of program review:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Behavioral Science
Fine & Performing Arts
Diagnostic Medical Sonography
Computer-Aided Design (CAD) Technology
Library Services
Liberal Arts in Engineering Science Transfer
Business Administration Transfer
Accounting
Human Services
Disability Support
Enrollment Communications
Institutional Research
Admissions
Academic, Career, and Transfer Advising
FACT BOOK 2012-2013
ACADEMIC PROGRAMS
15
ACADEMIC PROGRAMS
ASSOCIATE DEGREE PROGRAMS
Accounting (AS) *
Automotive Technology (AS)
Aviation Maintenance Technology (AS)**
Biotechnology Technician (AS)
Building Construction Technology (AS)
Business Administration Career (AS) *
Business Administration Transfer (AS) *
Business Administration Transfer Accelerated Option
(AS)
Communications Concentration (AA) **
Computer Aided Design (CAD) Technology (AS)
Computer Forensics (AS) **
Computer Science Transfer (AS) **
Computer, Software & Networking Technology (AS)
Criminal Justice
• Administration of Justice (AS) *
• Law Enforcement (AS) **
• Criminal Justice Transfer (AS) *
Culinary Arts (Hospitality Management) (AS) **
Dental Assisting (AS) **
Dental Hygiene (AS)
Dental Laboratory Technology (AS)
Diagnostic Medical Sonography (AS)
Early Childhood Education (AS) **
Early Childhood Education Transfer (AS) **
Elementary Education Transfer Concentration (AA) **
Energy Utility Technology (AS) **
Engineering Science Transfer (AS) **
Environmental Health (AS)
Fashion Merchandising (AS) **
Fine & Performing Arts: Liberal Arts & Sciences
• Fine Arts Option (AA) **
• General Option (AA) **
• Music Option (AA) **
• Theater Option (AA)
Fire Protection & Safety Technology (AS) *
Global Studies Concentration (AA) **
Graphic Design (AS)
Hospitality Management (AS) **
Human Services (AS) **
Human Services Transfer (AS) **
Information Technology: Liberal Studies
• General Studies Concentration (AS) **
• Transfer Concentration (AS) **
Liberal Arts and Sciences (AA) *
Liberal Studies (AS) *
Life Science Concentration (AA) **
Medical Assisting (AS) **
Nursing
• Nursing – Day (AS)
• Nursing – Evening and Weekend (AS)
Office Systems & Administration (AS) **
Paralegal Studies
• Career Option (AS) **
• Transfer Option (AS) **
Performing Arts: Liberal Studies
• Music Option (AS) **
• Theater Option (AS) **
Physical Science Concentration (AA) **
Psychology Concentration (AA) *
Radiologic Technology (AS)
Social Science Concentration(AA)
Studio Art (AS) **
World Languages (AA)
*100% of program can be completed online ** 50% of program can be completed online
FACT BOOK 2012-2013
16
ACADEMIC PROGRAMS
Certificate Programs
Certificate of Completion (non-credit)
Academy of Health Professions
• Clinical Laboratory Assistant
• Medical Receptionist
• Medical Office Administration
• Nursing Assistant
• Phlebotomy
Alcoholism/Substance Abuse Counseling
Biotechnology Technician
Computer Aided Design (CAD) Technology
Computer Forensics **
Computerized Accounting **
Criminal Justice: Law Enforcement **
Culinary Arts (Hospitality Management)
Dental Assisting
Direct Support in Human Services
Early Childhood Education
Energy Utility Technology
Entrepreneurship in Small Business Management **
Graphic Design
Hospitality Management **
Liberal Studies *
Medical Assisting
Paralegal Studies **
Studio Art **
Travel Services Management
Transition Program - A two-year program for students
with significant learning disabilities.
Career Development Certificate Programs (noncredit)
Adobe Creative Suite Certificate
CompTia A+ Exam Prep
Computer Applications Certificate
Dental Hygiene Local Anesthesia Certification
Training **
Digital Photography Certificate
Meeting & Event Management Certificate
MS Excel Certificate
Nurse Assistant/HHA Certificate
Project Management/PMP Exam Prep
RN Refresher Program
Social Media Certificate
Society of Human Resource Management Certificate
Technical Writing Certificate
Web Design Certificate
Post-graduate Certificate Programs (non-credit)
Writing Technical Information Certificate
*100% of program can be completed online **50% of program can be completed online
FACT BOOK 2012-2013
ACADEMIC PROGRAMS
17
THE ACADEMY OF HEALTH PROFESSIONS
The Academy of Health Professions (AHP), established in 2010 with funding from the Commonwealth Corporation,
provides a non-traditional delivery model that allows students to receive the intensive, comprehensive, contentintegrated training necessary for entry-level health positions within a shorter time frame. The model uses stackable
certificates to support viable options for students to continue on a career path to other health careers.
AHP provides an innovative post-secondary career pathway for entry–level health careers through the following
programs: Nursing Assistant*, Medical Reception, Medical Office Administration, Phlebotomy, and Clinical
Laboratory Assistant.
*Approved by the Department of Public Health, Division of Healthcare Quality for the Commonwealth of
Massachusetts.
The model has three levels which provide multiple options for students. Level I certificates are offered in Nursing
Assistant and Medical Reception, while Level II options are available in Phlebotomy and Medical Office
Administration. During the 2012-13 academic year, a certificate in Clinical Laboratory Assistant was offered as a
Level III option for students.
Classes are offered days, evenings and weekends in eight-week sessions. Students may enter at any level of the
program based on meeting entry criteria, complete a certificate in approximately 27 weeks, and enter the workforce
or continue studies with the potential to earn an associate degree. The Academy of Health Professions provides offsite clinical and laboratory experiences and externships to students where they are introduced to best practices as
they prepare to enter the workplace.
Level I programs include Nursing Assistant and Medical Receptionist. As of May 2013, 114 students have
completed the Level I Certificate programs. 61 students have earned a certificate in Nursing Assisting, and 53
students earned a certificate in Medical Reception.
Level II programs include Medical Office Administration and Phlebotomy. As of May 2013, 59 students have
completed Level II Certificate programs. 9** students have earned a certificate in Medical Office Administration,
and 50 earned a certificate in Phlebotomy.
Level III, Clinical Laboratory Assistant, was offered for the first time in fall 2013 as a level three option for students
and enrolled 10 students.
Collaboration is the key to the success of the Academy of Health Professions programs. The college collaborates
with the Metro North Regional Employment Board and the Greater Lowell Workforce Investment Board as well
with career centers in Lowell and Woburn to provide education and training. In addition, the AHP Advisory Board,
(consisting of employer partners, MCC staff across all departments and divisions, career center staff community
based organizational staff, and our Steering Committee, and of upper level college administration) contribute to
curriculum and program design as well as the strategies used to implement programs across the campus and
divisions. Further, our employer partners provide internship experiences for the AHP students.
**This number does not include certificates earned prior to the start of AHP in 2010.
FACT BOOK 2012-2013
18
ACADEMIC PROGRAMS
SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM)
Increasing student enrollment and success in STEM fields is a priority for Middlesex Community College. In
addition to a strong menu of courses and academic programs, STEM students are supported through a myriad of
student-centered initiatives such as bridge programs, targeted orientations, clubs, facilitated study groups,
supplemental instruction, tutoring, and research and presentation opportunities. Middlesex supports leadership
opportunities for STEM students such as peer tutoring, teaching assistantships, and research experiences. In
addition, faculty stays current in their fields through collaboration with other university faculty and participation in
professional workshops and conferences. Enrollments in STEM programs grew from 1048 in fall 2010 to 1958 in
fall 2012, an 86% increase. The number of STEM graduates grew from 135 in 2011 to 180 in 2012, a 25% increase.
A number of campus-wide activities strengthened MCC’s Biotechnology Degree and Certificate programs during
the year. The MCC Biotechnology Program was awarded a $50K grant from the Life Sciences Initiative for new
equipment and supplies. Four biotechnology students presented posters and received awards at the Annual
Parenteral Drug Association meeting in January. The articulation agreement between the MCC Biotech Program and
the Clinical Sciences Program of UMass-Lowell was completed last year. The Clinical Sciences Program accepts all
66 credits from the MCC program. The Biotech Program ran an Open House for Returning Veterans in April,
resulting in the recruitment of two students into the program. Finally, MCC’s Biotechnology Technician Degree and
Certificate Programs were endorsed at the highest level by the Massachusetts Life Science Education Consortium
(MLSEC). MCC is one of four community colleges awarded endorsements at the gold level.
Faculty and administration worked inside and outside the institution engaging in activities to strengthen STEM
programs and students. Last year, students and faculty participated in the third Annual Girl Scouts STEM
conference in collaboration with Raytheon’s Math Moves U effort. Science faculty developed and presented a
scientific problem solving session with student volunteers. The theatre group created and delivered a presentation on
Women in Science that enthralled the 250 Girl Scouts attending. New STEM students met as a group for a special
orientation on Opening Day in September; they met STEM faculty and students from the STEM Club. More than 50
students presented their research in well-attended poster sessions on both the Lowell and Bedford campuses. In
March of 2013, the Urban Massachusetts Louis Stokes Alliance for Minority Participation (UM-LSAMP) program
co-sponsored the Women in STEM Luncheon. This event was geared toward enhancing knowledge in STEM
education and careers in Massachusetts through a series of presentations and discussions with female panelists. Both
high school and college students attended, along with other faculty and staff from MCC. To strengthen links with
industry and promote career-readiness of students, the STEM division hosted TECHsplorations, a career awareness
event yielding 100 participants in a panel discussion with industry experts from MITRE, Pro Source Inc., Haystack
Information Discovery, Timberland Corp., MIT Lincoln Laboratory, GE Aviation, iRobot, Automation Engineering,
Inc., and Reliable IT. Topics helped students to become aware of the wide variety of career opportunities in IT,
Computer Science, Computer Forensics, Engineering, and CAD; the skills and backgrounds employers look for
when hiring; and the pathways to entry into these fields.
FACT BOOK 2012-2013
ACADEMIC PROGRAMS
19
MASSACHUSETTS COMMUNITY COLLEGES WORKFORCE DEVELOPMENT
TRANSFORMATION AGENDA
The Transformation Agenda is a US DOL grant that brings the 15 Massachusetts community colleges, the
Massachusetts Department of Adult Basic Education, the Commonwealth’s Workforce Investment Boards (WIBs)
& Career Centers, and top business/industry stakeholders together to transform the delivery of workforce education
and training programs in the Commonwealth. A college-wide leadership team is working collaboratively to drive the
project. The four key priorities are:
•
To develop career pathways and the courses, certificates and degrees required to meet industry needs
•
To improve awareness of training opportunities through enhanced connections with local Career Centers
and enhanced intake services provided by newly hired College Navigators
•
To strengthen online and technology-enabled learning.
•
To improve student retention, achievement and job placement rates
Each college in the consortium is designing programs to assist unemployed and under-employed adults to attain
industry-recognized certificates and degrees. Middlesex’s work on the grant involves initiatives aimed at enhancing
career pathways in health and STEM. We have developed new programs in Clinical Lab science: a Clinical Lab
Assistant Certificate and an Associate degree in Medical Laboratory Technician which included developing new lab
space for the programs in the Talbot building in Lowell. In addition, we are adding daytime scheduling for the
Biotech program; developing and implementing daytime scheduling for existing Academy of Health Professions
certificates; adding a Medical Assisting Certificate to the Academy of Health Professions accelerated model; and
developing and implementing a student achievement program for Health and STEM students called the “Health and
STEM Pathways Center”.
The grant also supported the work of the Pathways Center and College Navigators. The Health and STEM Pathways
Center, directed by an achievement coach, serves as a central contact point for Health and STEM students. A job
placement coordinator works with the director, department chairs, career counselors and college navigators to
establish programs and services aimed at increasing the job placement rates of Health and STEM graduates. Two
college navigators work at both the college and at area Career Centers to provide information about employment and
educational opportunities. In fall 2012 and spring 2013, navigators worked with 232 individuals. In fall 2012, 42 of
these contacts enrolled in 430 credits at MCC; in spring 2013, 65 of these contacts enrolled in 604 credits at MCC.
Navigator Contacts Enrolled at MCC
Location
Cambridge
Fall 2012
Students
Credits
0
0
Spring 2013
Students
Credits
0
0
Fall 2013
Students
Credits
1
7
Lowell
23
250
35
372
32
346
Other
18
170
24
192
19
129
Woburn
Total
1
10
6
40
10
101
42
430
65
604
62
583
FACT BOOK 2012-2013
20
ACADEMIC PROGRAMS
COMMONWEALTH HONORS PROGRAM
The Commonwealth Honors Program at Middlesex offers a challenging opportunity for students to learn at a more
advanced level. The Honors Program provides a place for students to work with like-minded colleagues where they
participate in seminar style classes, exchange insights and ideas with students and professors, participate in extracurricular activities, and master research techniques and in-class presentations. What students learn adds value to
their future goals and enhances their ability for transfer to four-year colleges and universities. All Middlesex
students with a minimum 3.2 GPA and 12 or more college level credits are considered Commonwealth Honors
Students but must fulfill honors requirements to graduate from the program as a Commonwealth Honors Scholar.
Entering students with no prior college experience must have graduated high school with a minimum 3.2 GPA and
place into Honors English Composition I on the College Placement Test. Since fall 2008, the number of students
taking at least one Honors course has increased by 193%.
500
400
300
217
156
200
105
100
119
74
0
Fall 2008
Fall 2009
Fall 2010
Fall 2011
Fall 2012
To graduate as a Commonwealth Honors Scholar, a student must complete a minimum of three honors courses with
a grade of "B" or better (one course must be an interdisciplinary team taught seminar). This also means that students
must have a minimum 3.2 grade point average in their honors courses as well as an overall grade point average of
3.2. (Additionally, it is strongly advised that students enroll in at least two honors seminars and are encouraged to
take as many seminars as they can to enhance their opportunities for transfer and scholarship.) At least one of the
courses must be a dedicated honors course (i.e. Middle East and Islamic World or Globalization). In addition to
honors seminars/courses students may also enroll in non-honors courses for honors credit (Honors Option Contract)
per the agreement of the instructor (although Honors Contracts do NOT take the place of Honors seminars). It is also
strongly recommended that students enroll in Honors English Composition I (ENG 101) and/or Honors English
Composition II: An Introduction to Literature (ENG 102). Participation in the Annual Spring Honors Conference on
the Middlesex Campus is also required.
Honors students have transferred to a number of public universities and colleges, including the University of
Massachusetts (Amherst, Lowell, and Boston), and Salem State University. Commonwealth Honors students have
also transferred to a number of private colleges and universities, including Amherst College, Babson College, Smith
College, and Brandeis University.
FACT BOOK 2012-2013
ACADEMIC PROGRAMS
21
ONLINE LEARNING
Middlesex Community College has offered online courses since the fall of 1996. Since then, MCC has helped over
130 faculty members develop an excess of 200 courses to be taught in the online/hybrid methodology.
Prior to teaching an online course, small cohorts of Middlesex faculty members complete an 8-week, training
program addressing best practices in online instructional design and pedagogy. This training program is facilitated
by a team of Instructional Designers and draws upon the expertise of many seasoned online faculty members.
Beginning in the spring of 2013, a mentor program was added to the training process.
In 2012-13 academic year, Middlesex trained 42 new faculty members to teach in the online/hybrid methodology.
The number of sections increased 55% from 331 in 08-09 academic year to 514 in 2012-13 with almost 9000
students enrolled for online or hybrid courses, a 47% increase.
10000
8283
8999
7550
8000
6912
6119
6000
4000
2000
0
AY08-09
AY09-10
AY10-11
AY11-12
AY12-13
FACT BOOK 2012-2013
22
ACADEMIC PROGRAMS
SERVICE LEARNING
Service-learning is a credit-bearing educational experience in which students participate in an organized activity that
meets identified community needs and then reflect on their service. Combining service with learning allows students
to gain further understanding of the course content, a broader appreciation of the discipline, and an enhanced sense
of civic responsibility. Since its inception in 1992, service-learning at Middlesex Community College has been a
unique collaboration between students, faculty, staff, and community partners. Service-learning also connects the
college with community priorities and MCC students with career exploration. The service-learning department,
administered out of the Division of Humanities and Social Sciences, oversees the academic quality, logistical
processes, and training requirements associated with service-learning.
During 2012-13 academic year, 950 students participated in the service-learning program and performed a total of
19,000 service hours. In fall 2012, 38 faculty in 36 different courses and 64 total sections had students actively
participating in service-learning. In spring 2013, 37 faculty in 34 different courses and 58 total sections had students
actively participating in service-learning.
There are four models of service-learning at Middlesex Community College. All models integrate thoughtful and
intentional reflection, and upon completion receive the Service-Learning transcript designation. The first, Individual
Service-Learning, requires students to spend 22 hours a semester (2-3 hours a week) at a community site over an 811 week time period during the semester. The second model, Project-Based Service-Learning, allows some or all of
a class to work together on an identified community project. The third model is a one-credit service-learning course
developed in the fall 2011 semester. The curriculum, designed as part of the Massachusetts Department of Higher
Education’s Vision Project, aims to empower students to learn about general community issues or a specific themebased topic. The fourth model, Global Service-Learning, integrates service-learning into MCC International
Education Fellowships. Service-learning partnerships address a wide and diverse range of community needs
including literacy, health, homelessness, hunger, senior services, diversity, democracy, refugee programs, workforce
development, community arts and culture, STEM programming, and the environment.
Students serve in schools, early childhood centers, and after-school programs focusing on literacy, tutoring, and
mentoring. Students work in schools and organizations in over 35 cities and towns including Lowell, Dracut,
Medford, Tyngsboro, Tewksbury, Chelmsford, Westford, Bedford, Billerica, Burlington, Arlington, Wilmington,
Woburn, Lawrence, Haverhill, Maynard, and Littleton. Students support after-school programming in many
organizations including Girls, Inc. in Lowell; Boys and Girls Clubs in Nashua, Medford, Waltham, Billerica,
Lawrence, Lowell, Stoneham, Woburn and Arlington; and YMCA’s in Lowell, Waltham, and Stoneham.
Through Service-Learning, students support the work of various health and community agencies in the area.
Students meet needs of families and individuals in homeless shelters in the communities of Lowell, Lawrence,
Medford, and Woburn, and through meal programs and food pantries in Lowell, Lawrence, Woburn, Medford, and
Bedford. Students work with the elderly in nursing homes, long term health care facilities, and councils on aging in
many cities and towns including Lowell, Concord, Tewksbury, Bedford, Chelmsford, Billerica, Woburn, and
Lawrence. Focusing on the needs of veterans, students volunteer at the Edith Nourse Veteran’s Hospital in Bedford
and support veterans across the region. Students provide services to individuals with disabilities in agencies located
in Andover, Concord, Chelmsford, Lowell, Groton, Billerica, and Woburn. Students assist at police stations in
Lowell, Lawrence, Dracut, and Woburn and at local courts in Lowell and Woburn. Lowell public school children
attend a fall and spring Chemistry for Kids program hosted by service-learning students in an MCC Chemistry
course. First year Dental Hygiene students researched and created multi-lingual oral health informational sheets and
posters for refugees served by the International Institute in Lowell.
FACT BOOK 2012-2013
ACADEMIC PROGRAMS
23
Service-Learning also provides opportunities for students to apply research and technical skills both locally and
globally. Through interviews, local studio visits, and on-line research, students in an Introduction to Humanities
course developed a detailed excel database to provide Mill #5, a new cultural center opening in Lowell this year.
With the support of a Massachusetts Campus Compact AmeriCorps VISTA, a needs assessment of the Lowell
Public Schools occurred and a website highlighting the research was created. Students in a Criminal Justice course
served on the Bedford School Security Task force and provided research and recommendations for the town.
Second-year students developed pamphlets for the Lowell Community Health Center about the risks of poor oral
hygiene on prenatal care. A strong partnership with the Lowell National Historical Park offers a wide variety of
placements and opportunities for students to learn about the needs of the National Park Service. In collaboration
with International Programs, an international service-learning component occurred in the June Peru Fellowship that
focused on international healthcare, delivery, and social policy.
FACT BOOK 2012-2013
24
INTERNATIONAL STUDIES FELLOWSHIPS
INTERNATIONAL STUDIES FELLOWSHIPS
International Fellowship Programs are academic opportunities for MCC students that blend education and
international awareness while experiencing cultural diversity. Since 1992, Middlesex has offered travel fellowships
to China, Russia, Costa Rica, Spain, Ireland, Europe, Brazil, and Belize. During this time, over 387 students and 83
faculty and staff have participated in these programs. There is some academic preparation prior to the travel that
focuses on each country’s history and culture as well as team building exercises led by the International and
Multicultural Affairs staff. The course includes a series of lectures, readings, presentations, papers and journals.
Upon return, students complete remaining course requirements including a capstone project. Many students have
had life changing experiences because of this intense exposure to another culture. Students are selected for the
program by submitting an application which includes an essay, two letters of recommendation, transcript and a
personal interview. This year, International Fellowships were offered to Russia and Peru.
The Russia Fellowship is a three-credit course which includes an exchange program with State University Education- Science- Production Complex University (ESPC) in Orel, Russia. Eight students and two staff from
ESPC traveled to Lowell in May and in exchange eight MCC students and two staff traveled to Moscow and Orel
for two weeks in June. In preparation for the trip, selected fellows attended a series of classes on the history, culture
and language of Russia as well as participated in a full day retreat led by the International and Multicultural Affairs
staff. While in Orel students and advisors participated in activities and excursions including a variety of outdoor
activities coordinated and facilitated by ESPC students and staff. After returning from Russia, students completed a
capstone project to share the knowledge and experience they have learned with the college community
The Peru Fellowship is a three-credit service learning experience during June which provided an opportunity for
students who are Health Career majors and/or fluent in Spanish to carry forth the college's mission of service to
regions beyond our borders while using the skills they have learned in the classroom. Students provided healthcare
services to individuals and families in an underserved village outside of Trujillo. Students had an opportunity to
share their perspectives and gain an understanding of the Peruvian philosophy of nursing and healthcare by spending
time at the University of Trujillo and visiting the local hospital as well as connecting with local nursing students.
Seven students and two staff were selected to participate in the program. Before leaving for Peru, MCC students
studied Peruvian culture and related health issues and gathered information from a variety of resources. In
preparation for their work in Peru the faculty developed a curriculum based on previously identified learning needs
for use in Peru. At the culmination of their service, the students completed a capstone project in order to share what
they have learned with the college community.
FACT BOOK 2012-2013
STUDENT ENGAGEMENT
25
STUDENT ENGAGEMENT
THE CENTER FOR LEADERSHIP AND ENGAGEMENT
Research shows that students who are actively involved in the college community are more likely to feel connected
and have higher success rates. For this reason, student development is a priority at Middlesex. Opportunities abound
for personal growth and programs and services are also designed to connect directly to course content in order to
provide hands-on practical experience. The Center for Leadership & Engagement includes Student Activities,
Leadership Development, Civic & Community Engagement, Classroom Engagement, & the First Year Experience
Program. The Center promotes experiential learning - in the classroom, on campus and in the community, including
through a number of clubs.
African Cultural Club
Anime
Bible Study
Bowling
College Democrats
Criminal Justice
Dance Club
Debate Club
Dean’s Advisory Council
Future Graphic Designers of America
FYE Champions
International Club
Latinos Unidos
Middlesex Activity Crew
Multicultural Achievement Peer Program
New England Parenteral Drug Association
Nursing
Outdoor Adventure
Paul H. Sullivan Leadership Institute
Peer Advisors
Peer Counselors
Performing Arts
Phi Theta Kappa
Radiography
Science Technology Engineering Math
Sonography
Spark Peer Mentors
Spectrum
Student American Dental Hygienists’ Assn.
Student Union Government Association
Sustainability
Veterans
In 2012-13 academic year, approximately 100 classes participated in a co-curricular program such as attending an on
campus speaker program or an off campus field trip. These types of programs increase the sense of community and
enhance the educational experience – both of which ultimately foster student success. All programs and activities
sponsored by the Center for Leadership and Engagement are linked to Institutional Student Learning Outcomes. Last
year, programs included The Stoneham Bank Head Quarters Experience, This I Believe discussion groups, the Irish
Literature Breakfast in Brighton, and Disaster Relief in Haiti and Beyond Panel with actor/activist Sean Penn.
Opportunities for civic and community engagement demonstrate the college’s commitment to social responsibility.
This past year, twenty students participated in the alternative spring break program. Ten students spent the week in
New Orleans restoring areas of the City that were devastated by Hurricane Katrina. Additionally, another group of
students spent three days volunteering with Habitat for Humanity of Greater Lowell.
Leadership development occurs through a variety of experiences. Middlesex offers traditional training programs for
emerging and advanced student leaders. The Center teaches the Social Change Model approach which focuses on
the process of enacting social change from multiple perspectives. This model is also taught in the 1 credit
Leadership course, IDS 103, which is supported by the Center staff. All students are encouraged to enroll in these
credit and non-credit workshops to improve skills, identify personal values, and set goals.
FACT BOOK 2012-2013
26
STUDENT ENGAGEMENT
Supported by an MCC Foundation Grant, the Center was able to pilot a new program for leadership development
that proved successful and will continue to be offered at the college. The 2012-13 academic year welcomed a
partnership with the National Society for Leadership & Success that helped over 100 MCC students define and
achieve their goals through organized work groups, life-changing lectures from the nations’ leading presenters, and
community service. Students who completed the requirements received certificates at the annual Leadership
Recognition Ceremony.
The student voice is an integral part of college decision-making. The Student Union Government Association is an
elected board of 16 officers and unlimited members who participate on college-wide committees, oversee clubs and
organizations, lobby for student rights, and represent their peers at multiple functions and meetings. Elections occur
every September. Additionally, a Student Trustee is elected each year who serves on the college’s Board of
Trustees.
Each year the college begins and ends the academic year with book-end celebratory events on alternating campuses.
In the fall, the Block Party in Bedford attracts students, faculty, and staff with its free music, food, events and prizes.
Spring Fling in Lowell is on the last day of classes. Over 1000 students, faculty and staff enjoy these traditions and
feel great pride in the college community. These events are coordinated by the MCC Center for Health & Wellness
and are supported by Engagement staff and student leaders.
FACT BOOK 2012-2013
STUDENT ENGAGEMENT
27
CENTER FOR HEALTH AND WELLNESS
The integration of Middlesex Community College Health Services and Fitness and Recreation department has
created the MCC Center for Health and Wellness. This Center provides a wide variety of activities, events, and
resources related to personal and institutional health and wellness, including flu clinics, blood drives, monthly CPR
courses, recreational events/activities, and an annual Health and Wellness Expo.
Sports, health, and wellness are integrated into the co-curriculum in ways that appeal to everyone. For students
looking for participation in sports, Middlesex offers over 18 intramural teams, inter-collegiate competition, and club
activity, including Basketball (Men and Women), Bowling, Dance, Flag Football, Hockey, Outdoor Adventure
Club, Running, Soccer (Men and Women), and Volleyball.
In 2012-13 academic year, over 200 students participated in various sports teams and clubs. Fitness opportunities are
free or low-cost and include a fitness center and studio on the Bedford campus and a unique partnership with the
University of Massachusetts at Lowell’s state-of-the art recreation center. These fitness facilities are used annually
by hundreds of students, faculty, and staff.
For students searching for an alternative healthy activity, restoration of the beautiful fit-trail on the Bedford campus
was completed in 2009. Additionally, pick-up games occur regularly on the new MCC foundation supported
basketball court, while Yoga and other fitness classes are offered regularly during the year in the MCC Fitness
Studio.
FACT BOOK 2012-2013
28
STUDENT ENGAGEMENT
SUSTAINABILITY
This year, the Sustainability Advisory Committee focused on three projects: the geothermal system installed for the
Trustees House, compostable cafeteria products, and MCC’s Community Garden.
The installation of a geothermal system (ground source heat pump) for the Trustees House completed in 2012 was a
crowning achievement for sustainability at Middlesex Community College. The system provides all the heating and
cooling needs for the Trustees building, using a small fraction of the energy the traditional gas boiler formerly
installed there required, thus reducing the campus’ “carbon footprint.” As part of this project, faculty consulted on
ways the geothermal system could be used as a centerpiece for teaching and learning. A web-based visual interface,
or “dashboard,” of the system’s control panel lets students see real-time data about how much energy the system is
generating.
Making the place where we go to nourish ourselves our starting line seemed like a good place for eliminating toxic
waste. Last fall, Middlesex converted most of our dinnerware items (utensils, plates, containers) to products made
out of organic-based materials (the plates are made from bagasse, a byproduct of sugar cane production). The
compostable dinnerware items along with all food waste (meat included) are diverted from landfills and incinerators
to a local commercial composting facility. Through a process called in-vessel composting, within 4 to 5 weeks
Middlesex’s waste is converted into compost soil that is used in agriculture, reducing water consumption and
fertilizer use.
By using compostable products at MCC and modifying our waste stream, we create sustainable natural cycles and
reduce the volume and toxicity of the waste our college produces. While supporting our goal of stewardship to our
students, community, and the environment, Middlesex diverts an estimated 15 tons (30,000 lbs.) of waste produced
per year from traditional landfill and/or incinerator disposal to organic compostable soil used in agriculture.
MCC’s Community Garden is a joint initiative between the Student Sustainability Club, the Sustainability Advisory
Committee, and the Center for Health and Wellness. The 5,000 square foot garden consists of two sections – one
section (3,000 square foot in area) consists of 64 6‘ by 4‘ plots for MCC student and staff use and the other section
(2,000 square feet) is being maintained by the Student Sustainability Club. The individual plots are cultivated by 10
students and 33 staff members in total and the wide variety of produce grown includes radishes, lettuce, peppers,
squash, tomatoes, corn, and more. In fact, one student devoted her plot to holistic medical plants including borage,
calendula, lavender, chamomile, and lemon balm.
Students and staff participants bring the produce they grow home to eat or donate it. In 2012, the Student
Sustainability Club’s section donated more than 350 lbs. of produce to the Lowell Merrimack Valley Food Bank in
Lowell. The garden is supplied with water by a drip irrigation system that uses 70% less water than traditional
methods in keeping with the sustainable mission of the garden. No pesticides or insecticides are allowed either.
FACT BOOK 2012-2013
STUDENT ENGAGEMENT
29
MULTICULTURAL CENTER
MCC’s Multicultural Center is a place for students to meet and participate in educational, social and cultural
activities and foster mutual understanding and appreciation of various cultures. The Center has computers for
student use and is a quiet place for study and conversation. The Multicultural Achievement Peer Program, Latinos
Unidos, African Cultural Club, Spectrum Club, Veterans Club, Women’s Leadership Network, and the International
Club all meet, and host programs in the Multicultural Center. Professional staff members are available to assist
students in developing the skills necessary to assure college success in an environment that is safe, nurturing and
welcoming.
Throughout the year, a multicultural programming committee meets regularly to plan programs and activities that
support diversity education in a variety of ways on both campuses. Featured presentations include panel discussions,
well-known speakers on multicultural issues, and performances such as Angkor Dance Troupe, African Drummers,
and Inkaswasi to mention a few. Additionally, cultural celebrations and international festivals are planned to expose
the college community to a wide variety of enriching activities that are designed to engage, interest and entertain.
Our mission actively supports some of MCC’s Strategic Directions and Program Student Learning Outcomes.
Students have been introduced to opportunities to assume leadership roles and as a result develop self-confidence,
take initiative and are able to communicate orally in a group setting. Special Orientation programs targeting Asian,
African American, International, Latino, Veterans and Adult students have been developed for new incoming
students and are offered during August and again in January on the Lowell Campus. These programs are designed to
ease students’ transition to college and help them become successful students. Additionally, students meet other
students as well as faculty and staff members to build relationships with them. As a result, student participants are
more connected and are more likely to use campus resources.
FACT BOOK 2012-2013
30
EDUCATIONAL PARTNERSHIPS
SERVING VETERANS AND FAMILIES
Since September 2011 Veterans Services has been housed within the Office of International and Multicultural
Affairs, providing programs and resources to support students transitioning from military life to campus life.
Through activities, partnerships, courses, and outreach, Veterans Services has actively responded to the increase in
the number of student veterans (defined as veterans, spouses, dependents, active military, reservists or National
Guard) at Middlesex Community College.
500
383
400
392
338
289
300
230
200
101
71
100
81
45
14
0
Fall 2008
Fall 2009
Fall 2010
Veteran/
Active Military
Fall 2011
Fall 2012
Spouse/
Dependent
The Veterans Resource Center serves an average of 25 veteran students on the Bedford and Lowell Campuses daily
basis for study and conversation. Work Study students, who are also veterans, work in each of the Veterans
Resource Centers. Staff members are available to assist with academic, social, and financial issues such as GI Bills,
and housing allowances issues. This year Acupuncture without Borders offered sessions every other week on both
campuses and were typically attended by 8 student veterans and staff members. Additionally, meditation sessions
and yoga sessions were offered to MCC Veterans free of charge.
Over 45 members participated this year in a number of formal and informal activities including a Question and
Answer session, a Resume Workshops for Veterans, a ping pong tournament, a chess and scrabble tournament and
meetings that involved discussions of issues unique to veterans. Club members volunteered in the Veterans
Resource Centers to staff it during hours of limited or no coverage. Others assisted new students in completing
paperwork unique to Veterans and developing a rapport and camaraderie which enabled new students to feel
comfortable right from the start. The club sponsored a series called Heroes Among Us which featured MCC student
veterans discussing their experiences of life in the military and serving overseas. The Veterans History Project was
brought to life at MCC through student participation with recorded interviews for the Library of Congress.
MCC worked with the MGH Home Base Program, the Veterans Administration and the Ciccolo Family Foundation
who provide services to veterans. An MSW, LSW, Supported Education Specialist from the Bedford VA Medical
Center, spends one and half days a week and currently sees approximately 10 student Veterans on a regular basis.
FACT BOOK 2012-2013
31
MCC DUAL ENROLLMENT ACADEMY
Middlesex Community College (MCC) has successfully established a Dual Enrollment Academy that enables high
school students to simultaneously earn college credit and credit towards high school completion by taking collegelevel courses. The Dual Enrollment Academy aligns with the Massachusetts Vision Project’s key outcome of college
participation. MCC offered a reduced tuition rate of $87 per credit hour last year which allowed a greater number of
students to participate in the program, regardless of whether or not they received any state grant monies.
In 2012-13 academic year, dual enrolled students participated from the following schools:
Acton-Boxborough Regional HS
Andover High School
Arlington High School
Ayer High School
Bedford High School
Belmont High School
Billerica Memorial High School
Burlington High School
Chapel Hill-Chauncy Hall School
Chelmsford High School
Dracut Senior High School
Francis W. Parker Charter School
Greater Lowell Reg Voc Tech HS
Groton-Dunstable Regional HS
Innovation Academy Charter HS
Lexington High School
Lincoln-Sudbury High School
Littleton Jr-Sr High School
Lowell High School
Maynard High School
Methuen High School
Minuteman Reg Voc Tech HS
Mystic Valley Charter Reg HS
Nashoba Valley Technical HS
Nashua High School – North
Newton North High School
North Middlesex Reg HS
Reading Memorial High School
Shawsheen Valley Voc Tech HS
The Bromfield School
The Cotting School
Tyngsboro Jr-Sr High School
Waldorf High School
Waltham Vocational High School
Westford Academy
Wilmington High School
Woburn High School
Various Home-School Students
We have established relationships with many area high schools and provided numerous outreach activities to
promote this program. We work closely with guidance counselors and parents to ensure that the college courses
selected count for credit at their high school graduation. Dual Enrollment students may select courses that are
offered at either MCC campus during the day, evening, on the weekend or online. This allows students more
flexibility in terms of scheduling courses. MCC intends to ease the transition from high school to college, allow
students to get a head start on their college careers, and provide meaningful and challenging academic experiences
to qualified students.
This year, we instituted group orientation sessions for Dual Enrollment students and their parents. We also provided
orientation to Dual Enrollment students on an individual basis when necessary to accommodate the needs of the
student. They meet with an academic advisor to assist in the application and registration process. During these
orientation sessions, students receive information regarding college course expectations, withdrawal processes,
implications of grades in these courses, and student services available, including all support services. We convey all
of this information to our high schools in the recruitment process and in our meetings with students and their parents
FACT BOOK 2012-2013
32
when registering for these courses. Additionally, Dual Enrollment students are assigned to a specific academic
advisor during each semester to assist with any issues that may arise during the semester. With this support, dual
enrolled students have been very successful at MCC.
MCC collaborated with Lowell High School, Dracut High School and Burlington High School on the
implementation of dual enrollment programs in 2012-13 academic year. The programs offer selected high school
course sections offered as articulated general education courses that are transferable.
Enrollment in the program has almost tripled since 2009-10 academic year, from 103 students to 386 in 2012-13.
The course completion rate is 96%. This year, students came from 37 schools. Top feeder schools include Lowell
High School, Billerica Memorial High School, and Burlington High School.
500
386
400
330
300
213
200
103
100
0
2009-10
FACT BOOK 2012-2013
2010-11
2011-12
2012-13
33
BILLERICA MEMORIAL HIGH SCHOOL - EARLY COLLEGE HIGH SCHOOL
Since 2010, Middlesex Community College and the Billerica Public Schools have been in partnership to offer an
Early College High School (ECHS) program. The program enacts our college’s values of access, opportunity and
dynamic, innovative partnerships. The Early College High School program is committed to supporting the academic
achievement of students who may not have college aspirations or may not be reaching their full potential. The goals
of the Early College High School are to increase the number of students who earn college credit before graduation
from Billerica Memorial High School (BMHS), increase the number of students who attend college, decrease the
number of students who require developmental coursework and increase the number of students who complete a
degree or certificate within 150% of expected time (3 years for associate degrees and 6 years for bachelor’s
degrees). In 2012-13 academic year, 25 juniors and 18 sophomores participated in the MCC-BMHS Early College
High School program. The program offers selected high school course sections offered as articulated general
education courses that are transferable.
LOWELL HIGH SCHOOL PARTNERSHIPS
The MCAS Pathways Program provides tutoring and academic support for retesting area high school students who
have either completed all of their high school credits but still need to pass the Mathematics, the English Language
Arts (ELA), and/or the Biology portion of the MCAS test in order to receive a high school diploma, or who are still
attending high school but have failed one or both sections of the MCAS. MCAS Pathways staff also works with
students to assist them in accessing higher education and/or workforce opportunities.
The Out of School Youth Development Center is a year-round initiative at MCC’s Lowell campus providing Greater
Lowell youth (ages 16-21 who are not in school) with a continuum of services tailored to their individual needs. The
Center offers a support system that encompasses case management, General Education Development (GED)
preparation, enrollment counseling, service-learning, workforce education and training, career exploration, and
formal/alternative education.
GEAR UP Massachusetts is a student support program for students in grades 7-12. GEAR UP stands for Gaining
Early Awareness and Readiness for Undergraduate Programs. It is designed to give low-income students the skills,
encouragement, and preparation needed to pursue postsecondary education and to strengthen academic programs
and student services at participating schools. The program includes tutoring, mentoring, after-school programs,
parent outreach, MCAS preparation, and teacher professional development.
Latino Connections is a program at Lowell High School providing bilingual/bicultural case management services to
students in grade 12 and their parents. Families have opportunities to meet with Latino professionals from the
Lowell community who serve as mentors to the students. The program emphasizes improvements in academic skills,
course completion, and graduation rates from high school.
The MCC Music Department Outreach Program offers Lowell High School students opportunities to participate in a
variety of musical experiences through the college. Events include workshops in voice and piano, as well as lectures
and performances by MCC faculty members and musicians from outside MCC, including members of the Boston
Symphony Orchestra. LHS students in the Jazz Band and the Concert Chorus also give concerts at the MCC campus
in Lowell.
The MCC Law Center Student Conflict Resolution Experts Program (SCORE) administers consumer protection,
mediation and high school violence-prevention programs. SCORE provides an on-site peer mediation program at
Lowell High School to empower students to take responsibility for solving their own conflicts.
FACT BOOK 2012-2013
34
TRIO Educational Talent Search targets TRIO-eligible students in grades 6-12 and fosters academic success, high
school completion, parent outreach, college/career awareness, and post-secondary placement. Approximately 40%
of Talent Search graduates are placed at Middlesex.*
TRIO Upward Bound is a carefully planned and intensive program of college preparation. It is a semester-based
credited academic program that is tailored to meet the specialized needs of students in grades 9-12. The program
also has a rigorous six-week academic summer component. Upward Bound is designed to assist 50 students enrolled
at LHS who are low income and/or first generation college-bound students.
*Source: Department of Education Report
REVERSE TRANSFER WITH UNIVERSITY OF MASSACHUSETTS LOWELL
In 2012-13 academic year, a Reverse Transfer process was initiated between the University of Massachusetts Lowell
(UML) and Middlesex Community College (MCC) to facilitate the seamless transfer of students between the two
institutions.
Through this process, students that did not complete sufficient credits to earn their associate degree before moving
on to UML could reverse-transfer coursework from the university to MCC in order to complete their associate
degree. To be eligible students must have earned at minimum of 15 credits at MCC, have at least 60 combined
credits from UML and MCC at the close of the fall semester, and must not have already received a degree from
MCC. In March 2013 UML notified students meeting the criteria, and 127 applied for an associate degree. MCC
transferred in appropriate UML coursework, evaluated the applicants’ records, and awarded Associate Degrees to 98
Reverse Transfer students in May 2013.
FACT BOOK 2012-2013
ADULT EDUCATION
35
ADULT EDUCATION
The Adult Learning Center (ALC) is a free program at MCC’s Bedford campus providing instruction in reading,
writing, and mathematics for adults (16+) who live or work in the area. During the 2012-13 academic year, 103
students from 28 different communities used the Adult Learning Center. Classes are small and supplemental
instruction is available to ALC students in our dedicated computer lab. With good attendance, students make
progress in improving their skills and preparing themselves for further education and training. During the 2012-13
academic year, 30 students completed a GED, with an additional 15 testing. Of these graduates, seven enrolled in
our transitions to college program, Links, while several others enrolled in MCC or entered a training program, such
as LPN or cosmetology.
MCC’s Early Childhood Education Department is collaborating with a regional partnership that includes Northern
Essex Community College, Merrimack College, Salem State University, Lowell Public Schools, Greater Lawrence
Community Action Council MassAEYC, Child Care Circuit, Compass for Kids, the Institute for Education &
Professional Development Mass After School Partnership, Build the Out of School Time Network, and Community
Teamwork. The partnership will collaborate with the Northeast Regional Readiness Center at Salem State
University. The work of the partnership will enable those employed in early childhood and out of school youth to
plan and follow a wide range of professional development opportunities through a career pathways approach. The
spectrum of available learning will include opportunities to attain credentials, certificates, and planned learning
activities that demonstrate core competencies, as well as the attainment of associate’s, bachelor’s and master’s
degrees in early childhood education.
The Links Program is a Department of Elementary and Secondary Education grant-funded transition to college
partnership with Middlesex Community College offered at the Bedford Campus since spring 2000. Eligible students
are Massachusetts’ residents, have either a G.E.D. or a high school diploma, and place into Basic Writing (ENG
071), Preparation for College Math I (MAT 001), or both. In addition to the developmental classes, the Links
Program includes courses in study skills, time management, and explorations in science. Since its inception in spring
of 2000, the Link’s Program has served 282 students; 71 of these students advanced their academic careers by
earning a degree, a certificate, or by transferring MCC credits to another institution. As of spring 2013,
approximately 34 of these students have earned a degree at MCC, approximately 10 students have earned a
certificate at MCC, and 23 of these students transferred to four-year colleges. Approximately 18 students without
degrees or certificates have transferred to another school. Together, these 18 students earned 506 credits at MCC, or
approximately 28 credits each. Of the four students who relocated, we know that two transferred their credits to
another college. In addition, at least four students used Links specifically as a preparation to career training, and one
of these students has returned to MCC to earn undergraduate course credits.
The English Learner Institute (ELI) is a non-credit program that focuses on helping members of the community
develop basic skills - including English language, technology, life and social skills essential to American culture.
Anyone who is a newcomer to the United States, or needs to develop Basic English skills, would benefit from this
program. Available at the Lowell Campus through MCC’s International and Multicultural Center, the English
Learner Institute consists of six different non-credit day and evening courses (offered at a reduced rate) that run
from six to 14 weeks. As part of the Institute, a free program titled Prepare to Attend College (PAC) is offered three
times a year. PAC and ELI courses are non-sequential, which allows students to enter at various times. Between
Fiscal Year 2012 and 2013, the completion rate increased from 65% to 83% for all ELI courses. The completion rate
for PAC courses remained at 87% for Fiscal Year 2012 and 2013.
FACT BOOK 2012-2013
36
ENTREPRENEURSHIP
ENTREPRENEURSHIP
MCC is the lead U.S. institution charged with implementing a Higher Education for Development grant funded by
the US State Department and USAID. The goal of the grant is to promote entrepreneurship and workforce
development through capacity building at the technical colleges. Ecole Normale Supériere de l’Enseignment
Technique of Rabat (ENSET Rabat), Ecole Normale Supériere de l’Enseignment Technique of Mohammedia
(ENSET Mohammedia), Middlesex Community College (MCC) of Lowell, and Bristol Community College (BCC)
of Fall River has established a partnership to implement the Linkages for Entrepreneurship Achievement Project
(LEAP).
LEAP objectives provide a relevant and constructive response to economic development priorities developed
collaboratively by Morocco and the United States to foster systematically entrepreneurial activities and a growth of
entrepreneurial spirit among Moroccans. The objectives are: (1) Build capacity of faculty at the ENSETs to teach
students the critical components of entrepreneurial and enterprise development; (2) Create an educational framework
that will succeed in delivering high quality, experiential learning opportunities to strengthen the capacity of students
and local citizens to launch and operate their own businesses; (3) Strengthen existing curricula and develop new
modules, courses, workshops, and/or certificate programs, based on international best practices within the context of
the regions served by the participating ENSETs; and (4) Establish collaborative partnerships between the
participating institutions, and businesses, community organizations, non-governmental organizations, and
governmental agencies. The objectives are a direct outgrowth of the planning phase that supported international
exchanges of the partners to conduct a needs assessment and analyze the economic, educational and societal factors
in Morocco that create favorable and negative conditions for entrepreneurs.
Key conditions that support entrepreneurship are: (1) development of a national economic growth strategy; (2)
increased major investment in Morocco by the United States, other countries and foundations; (3) trade and investor
initiatives; (4) increasing numbers of women establishing small businesses; and (5) family willingness to invest in
children’s business ventures, as resources permit.
All of the LEAP objectives are designed to strengthen the capacity of the ENSETs to provide their students with the
knowledge, skills and resource information required to establish entrepreneurial enterprises. LEAP assists the
ENSETs to develop and implement curricula and to build productive relationships with the above organizations and
initiatives, as well as others. Through this grant, 29 individuals were trained, including 23 faculty, five Ministry of
Education administration staff, and one non-governmental organization staff. A total of 17 curriculum frameworks
were developed and revised and 37 students presented business plans.
FACT BOOK 2012-2013
WORKFORCE DEVELOPMENT COUNCIL
37
WORKFORCE DEVELOPMENT COUNCIL
Middlesex Community College’s Workforce Development Council supports the identification and development of
the educational programs required to address local workforce needs. Co-chaired by the Vice President of Academic
and Student Affairs, Provost and the Dean of Corporate and Community Education and Training, the council takes a
team approach to workforce development. Its membership includes representatives from across the college including
Corporate and Community Education and Training, all Academic Divisions, Enrollment Services, Administration
and Finance as well community partners from local Workforce Investment Boards, Career Centers and an economic
development council who share their expertise to accomplish the council’s goals. The Workforce Council meets
formally once a month, with its Health and STEM, Humanities and Social Sciences, and Business, Education and
Public Service subgroups meeting more frequently to plan and execute action items as they relate to specified goals.
Program Managers from Corporate and Community Education and Training play a role in managing the programs
and progress.
Some of the projects worked on collaboratively this year include a Certified Health Access Associate (CHAA)
Exam Preparation course, a non-credit Social Media Marketing Certificate Program, a Medical Interpreting
Certificate, two Chinese for Business courses, and MTEL Preparation courses to students enrolled in credit bearing
Early Childhood Program.
In addition, Corporate and Community Education and Training worked collaboratively with Business, Education
and Public Service to develop a non-credit course focused on entrepreneurship and small business professional
development. Three classes will be offered fall 2013 and will augment the credit courses currently being offered. An
articulation agreement was developed that allows students who complete the non-credit Digital Photography
Certificate offered through Community Education and Training to apply for college credit through the Humanities
and Social Sciences department. The criteria and request for articulation credit has been approved.
FACT BOOK 2012-2013
38
CORPORATE AND COMMUNITY EDUCATION AND TRAINING
WORKFORCE DEVELOPMENT HIGHLIGHTS
Middlesex Community College’s Corporate and Community Education and Training departments fulfill local
workforce needs through a wide variety of contract training and open enrollment classes. In 2012-13 academic
year, a Workforce Training Fund grant with MetLife focused on communication and customer service training
for their customer service associates. Over 300 LifeLinks, Inc. employees received training in CPR, First Aid,
Medical Administration, Human Rights and Driver’s Education. Courses were conducted at MCC in order to
provide employees exposure to taking classes in a college setting. In addition, Corporate Education and Training
collaborated with the Human Services Department to conduct a course in Principals of Developmental
Disabilities Fundamentals for LifeLinks staff.
Corporate Education and Training also worked with the Transportation Security Administration (TSA)
providing its Transportation Security Officer (TSO) workforce at Logan Airport with the opportunity to take
three 3-credit college courses that have been endorsed by the Department of Homeland Security. The TSO’s
that complete the three courses (Introduction to Homeland Security, Intelligence Analysis & Security Management
and Transportation and Border Patrol) will be encouraged to work toward a Homeland Security Certificate
and/or Associate’s Degree in Homeland Security or a related field. In addition to the three courses, MCC has
offered courses in Introduction to Criminal Justice, Criminology, and Society and Victims of Crime to the TSOs.
MCC was selected to provide contract training for the Officers working at Logan Airport. MCC is the only
institution of higher education working with the TSA in Massachusetts. Corporate Education and Training
manages this program at the TSA training facility in Chelsea.
Corporate Education and Training supported the health and education institutions with its offerings. Activities
included working with the Early Childhood Department to create a Child Development Associate Program to
prepare child care workers for the CDA Certification Exam; offering the non-credit Nursing Assistant program
three times; collaborating with Lowell General Hospital and was awarded a Rapid Response Incentive Fund Grant
from the Massachusetts Department of Higher Education (DHE); collaborating with MCC Nursing Faculty to offer
an RN Refresher course to prepare Massachusetts registered nurses who have been away from nursing practice for
an extended period of time; training Registered Dental Hygienists to prepare them for the NERB Exam and Permit
L to administer local anesthetic; and offering the non-credit Emergency Medical Technician course (EMT100 40)
on the Bedford campus. In addition, Corporate Education and Training delivered the following onsite: Guiding
Children’s Behavior to employees for Community Teamwork Inc. at the Toddler’s Corner Building in Lowell;
courses in Curriculum in Early Childhood Programs to employees at Mount Hope Christian School; and non-credit
courses at Lahey Clinic in Spanish for Medical Personnel and Medical Terminology.
Corporate Education and Training also worked with a number of corporate entities to provide technical, language,
and leadership skills, including Cabot Corporation in Billerica. The training included employees from Cabot’s
offices throughout the Boston area, focusing on leadership, strengths-based management, effective
communications managing conflict, and team building. Through the Verizon Next Step Program (offered on the
Bedford campus for seventeen consecutive years), seventeen students completed their requirements for Associate
in Applied Science degrees with a focus on Telecommunications Technology. Corporate Education and Training
also delivered an onsite non-credit Advanced Excel course to employees at Jeanne D’Arc Credit Union in Lowell.
For employees at Doble Engineering, Corporate Education and Training customized onsite non-credit courses
including Technical/ Business Writing, Presentation Skills / Public Speaking, and PowerPoint for Presentations.
FACT BOOK 2012-2013
39
Corporate Education and Training also offered individual courses, some in partnership. Last, year, MCC partnered
with Career Step to offer open enrollment online training for a number of programs, including Medical
Transcription, Medical Coding and Billing, and Executive Assistant. MCC also partnered with UGotClass to offer
open enrollment online professional development certificates and courses such as Marketing Essentials,
Presentation Media, Video Marketing, Customer Research, Dementia Care, Customer Service, and a variety of
courses for K-12 teachers. Working with the Society of Human Resources Management, MCC offered continuing
education courses for HR professionals, including PHR/SPHR Certification Exam Prep and HR Essentials.
Individuals and businesses can take advantage of the range of non-credit courses, some which lead to certificates.
Offerings include: Technical Writing Certificate; Local Anesthesia Certification; RN Refresher; Meeting and
Event Management; MC Excel Certificate; PC Technician Certificate; Human Resource Management; Project
Management Essentials; Java and JavaScript; Web Design Certification; Energy Auditor training for local
commercial/institutional or industrial energy auditors; Social Media Certificate, with an overview on how to
market a small business; and Adobe Creative Suite that provides an overview of graphic design software and the
job market. Community Education and Training also offered four new open enrollment non-credit career
development programs: Certified Fiber Optics Technician, Real Estate License Exam Prep, Patient Access
Certification, and PMP Exam Prep.
Workforce Training Fund Grants support many non-credit offerings. With Holyoke Community College and
Springfield Technical Community College, MCC helped E Ink secure a Workforce Training Fund Grant focusing
on Lean Manufacturing, Knowledge Management, Technical Skills Training, and Leadership and Management.
MCC also secured and implemented a Workforce Training Fund grant with ITT Torque Systems to provide
training in Advanced Technical Skills, Advanced Job-Related ESOL Reading and Writing Training, and
Management Skills Training for Leads and Managers. Corporate Education and Training collaborated with
Resource Development on a Workforce Training Fund Grant for Entegris, approved to provide training on
Statistical Process Controls Math for the Workplace Management /Supervisory Skills, and English as a Second
Language.
Corporate Education and Training takes advantage of the talent, expertise, and facilities available at Middlesex.
For example, last year, Corporate Education and Training worked with the MCC’s distance-learning department
to provide e-learning and Blending Learning (hybrid) classes to companies and individuals. Whenever
possible, MCC acts as host to conferences and event that support is mission. Last year, MCC hosted the New
England Workforce Network (NEWN) Conference on the Bedford Campus attended by over 100 participants.
Keynote speaker Gerald Chertavian, founder and CEO of Year Up, inspired the crowd and the breakout sessions
included presentations related to the conference theme “We Are All in This Together: Finding Solutions for
Preparing Tomorrow’s Workforce.”
FACT BOOK 2012-2013
40
CORPORATE EDUCATION AND TRAINING
Companies and Organizations Served Since 2004
Town
Company/Organization
Town
Acton
LMI Pumps
Town of Acton
Lowell
Acre Family Daycare
Saints Medical Center
Greater Merrimack Valley Convention &
Visitors Bureau
Adden Furniture*
CEI
City of Lowell
Clarendon Family Daycare
Community Teamwork, Inc.
CTI
DumBo Daycare
EFTS
Enterprise Bank
Grace Family Daycare
Greater Lowell Chamber of Commerce*
Heritage Manor
Howland & Greene Consultation
James L. Cooney Insurance
Jeanne D’Arc Credit Union*
Lincoln Tech Institute
Little Hands Daycare
Lowell Devils
Lowell General Hospital
Lowell Police
Lowell Public Schools
M/A Com Federal Credit Union
M/A Com, Inc.
MetLife*
Mya's Daycare
Nelly Family Daycare
Old Mother Hubbard
Terry's Tots
The Edge Group
UMASS Lowell
Walgreens
Washington Savings Ban
Westford House
Willow Manor
Verizon*
Verne Powell Flutes
Medford Fire Department
Methuen Fire Department
New Brunswick Community College
HC Stark
Newton Fire Department
Pocasset Partners
Andover
Arlington
Bedford
Billerica
Boston
Boxborough
Bradford
Brookline
Burlington
Raytheon
Arlington Fire Department
Acme Packet
Tecolote Research, Inc.
Bedford Public Schools
Applied Science Labs
Bedford Fire Department
Carleton-Willard Village
FujiFilm
iRobot
Toxikon
Tremco Police Products
American Science & Engineering (AS&E)
Axsun Technologies
Billerica Public Schools
Billerica.org
Cabot Corporation*
Entegris Corporation*
ERA Morrison Real Estate
Family Child Care Association
ITT Cleveland Motion Controls*
Kindercare
L-1 Identity Solutions
Merrimack Valley Insurance
Middlesex Sherriff's Office
Millipore
Schott Solar
Titan Systems
Town of Billerica
EMD Lexigen
Au Bon Pain
Business Intelligence Advisors
Suffolk University
Boxborough Fire Department
Setra Systems
Associates in Dental Health
MAFCU
Hyaluron
Integra Radionics
Lahey Clinic*
Mount Hope Christian*
FACT BOOK 2012-2013
Marlboro
Maynard
Medford
Methuen
New Brunswick
d
Newton
41
Town
Town
Burlington
Scheidt & Bachmann
William George Associates
North Billerica
Carlisle
Carlisle Council on Aging
North Reading
Cambridge
Cambridge Fire Department
E Ink*
AMD Global Telemedicine
Mercury Computer
Courtyard Concepts
Curtis 1000
Greater Visions Children's Center
LifeLinks*
MassBank
Merrimack Education Collaborative
Palm Manor
UPS
Waddington, North America
TSA*
Childcare Search
Concord Prison
Sylvania
Dracut Public Schools
Kathy's Building Blocks Nursery School
LifeCare Center
Northwood Rehabilitation
Staples
Haverhill Fire Department
Massachusetts Colleges Online
Massachusetts Council on Gambling*
Lawrence Fire Department
Accurev
Brookhaven
Cambridge Technology
Eagle Bank
Eliot Community Human Services
Lexington Police Dept
Jacobs Engineering
Diamond Antenna/Microwave
Medtronic Inc.
Sunny Delight
Peabody
Pittsburgh, PA
Reading
Tewksbury
FLIR Systems
Publishers Circulation Fulfillment
North Eastern Massachusetts Law
Enforcement Council
Barton Associates
University of Pittsburgh Medical Center
Advancian Realty
Circles
Combined Insurance
Sullivan Bille Group
Tyngsboro Public Schools
Odyssey Systems
Keyspan
Transition Consulting
Waltham Fire Department
Doble Engineering*
New England Research Institute
Watertown Fire Department
Sun Life Financial
JCSI
Big Paper Design
Laser Services
Project Cope
Town of Westford
Analog Devices
Ametek
Charles River Labs
DSM Neoresins
Hub International
Screenprint / Dow
Unifirst
Woodbriar
Ku’s Tae Kwon Do
MC Assembly
Salter Health
AMCI
BCD Travel
Boston Centerless*
Charrette
Communities United
Insultab
KaZak Composites, Inc.
New England Rehabilitation Hospital
Woburn Creative Start
Zurick Davis
Chelmsford
Chelsea
Concord
Danvers
Dracut
Framingham
Haverhill
Lawrence
Lexington
Lexington
Lincoln
Littleton
*serviced 2012-13
Tyngsboro
Wakefield
Waltham
Watertown
Wellesley
Westborough
Westford
Wilmington
Winchester
Woburn
FACT BOOK 2012-2013
42
THE PROGRAM ON HOMELAND SECURITY
The MCC Program on Homeland Security was founded in 2005 under the auspices of Corporate and Community
Education and Training. Its mission is to assist the First Responder community better coordinate efforts to plan for,
prevent, deter, respond to, and - where necessary - recover from major public safety incidents. These include major
emergencies of all types, both deliberate and accidental. In consultation with executives, chiefs and training officers
from law enforcement, fire/rescue, hospital and public health agencies and others concerned with public safety,
health and welfare, the Program develops professional conferences and symposia, bringing to the First Responder
community current information and best practice models. In the process, the Program has developed into a trusted
regional center providing accurate, unbiased public safety information. Forums are often designed and presented in
partnership with such agencies as the Massachusetts State Police, the F.B.I., the Boston Police Department, and the
North Eastern Massachusetts Law Enforcement Council. FY 2013 forums included Police Stress and Its Impact on
Career, Family, & Retirement Veterans in Law Enforcement, The Regional Opioid/Prescription Drug Abuse
Prevention Initiative, and Improvised Explosive Device Training.
FACT BOOK 2012-2013
43
THE CAREER PLACE
Since 1997, Middlesex Community College has managed The Career Place, a One Stop Career Center in Woburn
that provides area residents with career planning, career development, and job search skills; helps them acquire
marketable skills through referral to education and training programs; connects jobseekers with employers; and
assists them as they advance in their careers. The Career Place also works with companies to help solve their
workforce needs and maintain their competitive edge in our regional economy. In the past fifteen years, The Career
Place has served over 135,000 job seekers and assisted 6,875 local area employers. The center is chartered by the
Metro North Regional Employment Board and is one of over thirty career centers throughout the state of
Massachusetts.
The Career Place offers a broad array of career development services for individuals as well as workforce
development assistance for employers. The staff provides career coaching to help individuals focus on their career
development needs, and conducts over 25 career development workshops on topics such as labor market
information, resume writing, interviewing techniques, and self-assessment, and over 15 computer workshops on
topics such as Microsoft Word, Excel, PowerPoint, Access and QuickBooks. Individuals needing to acquire new
skills are referred to programs that offer state-of-the-art training for jobs as medical assistants, computer technicians,
information technology, project managers, accountants, software engineers, truck driver/CDL, customer service
skills, and home health aide. Over six hundred and seventy-five local employers rely on The Career Place each year
to help them recruit skilled workers. The center provides onsite recruitment opportunities for employers where they
can interview jobseekers; organizes and conducts job fairs; and establishes and maintains an up-to-date database of
job postings. The Career Place business services team works with area local employers, Chambers of Commerce,
and state economic development organizations to help the region maintain its competitive edge.
In 2012-13, the Career Place:
•
Served 12,323 individuals
•
Provided workforce development assistance to 677 local companies
•
Placed 3,001 individuals in jobs averaging over $25.00 an hour
•
Conducted 7 job fairs
•
Provided 345 high school students with career development services and placed 128 of them into part-time
unsubsidized jobs through a partnership with three area school districts
•
Provided services to 958 customers with disabilities, 3,713 older workers (55+), 764 veterans, 2,749
minorities, and 1,624 youth (under 25)
•
Provided tutoring, career development assistance, and job opportunities to 37 students to help them work to
achieve their MCAS certification
•
Provided high stakes testing for certifications and licenses to over 350 individuals through a partnership
with ACT in Iowa and PAN in Indiana.
•
Assisted over 300 welfare recipients annually to move from dependency to self-sufficiency
•
Served over 450 low-income at risk youth in career readiness
FACT BOOK 2012-2013
44
CAREER SOURCE
Career Source, a Massachusetts One-Stop Career Centers chartered by the Metro North Regional Employment
Board, is a career resource center that provides employment services to all types of businesses and job seekers at all
professional levels. Career Source has been working with job seekers and businesses since 1996. On July 1, 2012,
Middlesex Community College became the administrative operator of Career Source.
Career Source connects job seekers with employers to meet the career advancement needs of individuals and the
workforce needs of businesses. Career Source provides counseling, education, and technology to support job
seekers, and recruitment assistance, helpful information, and networking opportunities for businesses.
Services to job seekers include workshops on a variety of job search topics such as interviewing skills, resume
writing, career exploration, using LinkedIn for job search, working with recruiters, and job search for the mature
worker. Career Source also offers individual career counseling, resume and LinkedIn critiques, connection to
healthcare, IT, and other training resources, and on-site computer training on current Microsoft Office and
QuickBooks software. In addition, Career Source provides opportunities to connect with hiring employers at
recruitment events, information sessions and job fairs.
For businesses, Career Source provides recruitment assistance including job posting services, targeted email
campaigns, candidate screening, individual recruitment sessions and job fairs. Businesses also have the opportunity
to participate in professional development and networking events, and valuable information sessions on topics
relevant to their needs and interests, such as federal funding opportunities, new employment laws for staff with
disabilities, and using social media to recruit qualified applicants.
Career Source also maintains a satellite location in Chelsea. This location is now a part of the CONNECT program,
a collaborative program that includes The Neighborhood Developers, Centro Latino, Bunker Hill Community
College, Metro Credit Union, and the Metro Boston Housing Partnership.
In 2012-13, Career Source:
•
Served 11,777 individuals
•
Provided workforce development assistance to 544 local companies
•
Placed 3,112 individuals in jobs averaging about $21.00 an hour
•
Provided services to 527 customers with disabilities, 2,476 older workers (55+), 547 veterans, 5,154
individuals with minority status, and 939 youth (under 25)
•
Assisted over 440 welfare recipients move from dependency to self-sufficiency
•
Provided skills development computer instruction to 59 adults
•
Provided career readiness to over 390 low-income at risk youth
•
Placed 57 high school students into paid internships facilitated by the Massachusetts Work-Based Learning
Plan
•
Provided career and supportive counseling to 21 students aged 18-24 to keep them on track to graduate
from Bunker Hill Community College
•
Conducted 3 major off-site job fairs and 36 on-site single employer recruitment events
FACT BOOK 2012-2013
45
MERRIMACK VALLEY PARTNERS FOR PROGRESS
Merrimack Valley Partners for Progress (MVPP) is a unique educational alliance between Middlesex Community
College and Northern Essex Community College focused on forging closer college and business relationships and
dedicated to economic development in the region. We are the one to meet the need for customized, cost-effective
workforce training and education.
Together, MVPP provides a strong educational and training support system and turnkey educational opportunities
for the region’s workforce. MCC and NECC works together to help achieve employers’ training goals.
Why Employers Choose Merrimack Valley Partners for Progress Corporate Education and Training through
Middlesex and Northern Essex Community Colleges:
•
Highly Experienced – For more than 30 years, MVPP Corporate Education and Training Centers have
provided education and training programs for hundreds of area businesses, hospitals, nonprofits and public
agencies.
•
Affordable - Business today has an ongoing need for cost-effective training geared to meet specific needs
and achieve measurable results. Employees need a new mix of broad-based knowledge and specialized
skills to quickly master new technologies and enhance literacy and management skills. MVPP provides the
training needed at affordable prices. Assistance is also available to help businesses access Workforce
Education and Training grants.
•
Unique, Customized Delivery Methods - MVPP provides a full range of on-site, on-campus, and online
programs, ranging from professional development and management courses for executives and supervisors
to basic workplace and ESOL skills training. MVPP has the capability and resources to handle the training
needs of all employees – managerial, administrative, technical, and support staff.
MERRIMACK VALLEY SMALL BUSINESS ASSISTANCE CENTER
Since 1998, Community Teamwork’s Merrimack Valley Small Business Center (MVSBC) has provided business
development services to a diverse group of entrepreneurs interested in creating, sustaining, and growing small
businesses. We provide technical assistance with one-on-one counseling and quality education and training
opportunities to help entrepreneurs make the right business choices and increase their chances for success. We also
provide financial support and credit building through micro lending, providing small loans. The MVSBC, a program
of Community Teamwork, works in partnership with UMass Lowell, Middlesex Community College, and the City
of Lowell. Last year, MVSBC served 217 individuals, including those before or at start-up as well as established
business owners. Sixty-one percent were women; 55% were minority; and 23% were immigrants or non-native
English speakers.
FACT BOOK 2012-2013
46
ADMISSIONS
ADMISSIONS
FALL 2012 TOP TEN FEEDER HIGH SCHOOLS
First Time Degree Seeking Students
Lowell High School
230
Greater Lowell Regional Vocational Technical School
147
Lawrence High School
103
Billerica Memorial High School
77
Dracut Senior High School
69
Shawsheen Valley Vocational Technical High School
59
Tewksbury High School
51
Chelmsford High School
49
Greater Lawrence Regional Vocational Technical High School
45
Waltham Senior High School
39
*Source: Fall 2012 HEIRS freeze file.
FACT BOOK 2012-2013
ADMISSIONS
47
HIGH SCHOOL ARTICULATION AGREEMENTS
The partnerships Middlesex Community College has developed with school systems help to make the transition
from secondary to postsecondary education seamless. Currently, MCC has agreements with twelve local high
schools articulating curriculum in twenty-five programs. As a result of these agreements, Middlesex students have
the opportunity to save time without duplicating coursework; save on tuition, books and fees; and take advantage of
other learning experiences. This statewide collaboration allows for Chapter 74 Vocational High School students to
enroll at any community college and be awarded credits for work completed at the vocational high school level.
In addition to agreements between Middlesex and individual high schools listed below, a number of statewide
agreements between Massachusetts community colleges and Massachusetts Chapter 74 Approved Secondary
Career/Vocational Technical Programs were developed since 2011. Agreements include Drafting Agreement &
Crosswalk manufacturing/Engineering and Technology, Hospitality and Tourism, Transportation, Arts and
Communication, Information Technology, and Early Childhood Education.
High School
Agreement
Assabet Valley Regional Technical High School
Adult Licensed Practical Nursing Program
Billerica High School
Accounting
Early Care Education
Marketing
Chelmsford
Business Course
Greater Lawrence Technical High School
Co-Op/All Technical Programs
Biotechnology
Office Technology
Electronics Technology
Keyboarding Courses
Greater Lowell Technical High School
Accounting
Hospitality
Programming & Web Development
Adult Licensed Practical Nursing
Cooperative Education
Culinary Arts
Electronics
Office Technology
Leominster High School
Drafting/Computer Aided Design
Lowell High School
Business courses / All Programs
Computer Aided Design
Culinary Arts
Visual Basic courses
FACT BOOK 2012-2013
48
ADMISSIONS
High School
Agreement
Minuteman High School
Biotechnology Career Academy
Hospitality
Post-Secondary Carpentry
Computer Technology
Office Technology
Pro-Tech Automotive - Post Secondary
Telecommunications Fiber Optics
Nashoba Valley Technical High School
Dental Assisting
Electronics & Robotics
Health Assisting
Programming & Web Development
Rindge School of Technical Arts
Information Technology
Shawsheen Valley Technical High School
Adult Licensed Practical Nursing
Business Technology
Computer Science & Internet Technology
Cooperative Education
Culinary Arts - Billerica House of Correction
Electronics
Woburn High School
Accounting Courses
Computer Applications Courses
Microsoft Word Course
Statewide Agreements for Massachusetts Voc/Tech High Schools
Automotive Technology
Culinary Arts
Design and Visual Communications
Drafting
Engineering Technology
Information Support Services and Networking
FACT BOOK 2012-2013
ADMISSIONS
49
FALL ENROLLMENT TREND
APPLICANTS, ADMITS, NEW ENROLLEES
Most Middlesex Community College programs are open to all students who have earned a high school diploma or
GED. Some programs are selective, have a limited number of available seats, and require prerequisite coursework,
observations, and/or testing for admission. The yield rate is the percentage of students who apply and enroll. In fall
2012, 48% of students who applied to Middlesex enrolled in the fall. This is an increase of 2% from fall 2008.
10000
9076
7500
8873
8598
8303
8017
7533
7338
8222
7852
8012
4220
4132
4012
4046
3873
2008
2009
2010
2011
2012
5000
2500
0
Applicants
Admitted
Enrolled
FA08
FA09
FA10
FA11*
FA12
Applicants
9076
8598
8873
8303
8017
Admitted
8222
7852
8012
7533
7338
Enrolled
4220
4132
4012
4046
3873
Yield Rate
46%
48%
45%
49%
48%
Source: Banner
*Reduced number of applicants reflects a change in the college re-admission policy
FACT BOOK 2012-2013
50
ENTERING STUDENTS ACADEMIC SKILLS
FIRST TIME IN COLLEGE STUDENTS
ACADEMIC SKILLS BY DISCIPLINE
Writing Placements
FA08
FA09
FA10
FA11
FA12
English Fundamentals
150
172
105
94
133
Basic Writing
837
915
960
973
840
English Composition
863
1010
914
837
857
FA08
FA09
FA10
FA11
FA12
Required Reading Course (050, 055, 060)
622
614
562
552
523
Recommended Reading Course (075 or 080)
327
359
358
350
288
No Reading Course Necessary
1011
1205
1156
1126
1115
Math Placements
FA08
FA09
FA10
FA11
FA12
**Fundamentals/Algebra I
205
246
261
N/A
N/A
**Algebra
307
323
320
N/A
31
**Algebra I/II
207
204
193
N/A
N/A
Algebra II
465
567
529
539
517
Intermediate Algebra
183
215
198
215
196
Placed Higher than Intermediate
62
64
53
46
62
Reading Placements
*Source: Fall 2012 HEIRS freeze file. Students from Table; Data from Banner
**Course discontinued. RAMP-UP Module 1(formerly MAT 060 and MAT 065 students and Fall 2011 MAT
070 and MAT 075 students). RAMP-UP Module 5 (as of Fall 2012 formerly MAT 070 and MAT 075)
FACT BOOK 2012-2013
51
PREPARED FOR COLLEGE LEVEL COURSEWORK
Below are the entry assessment test scores of Middlesex Community College first-time degree seeking students.
College level Reading is considered a score of 68 or higher on the placement tests. College level Writing indicates
placement in English Composition (ENG 101) or higher. College level Math is placement in Algebra II (MAT 080)
or higher. In fall 2012, 72% of first-time students tested into at least one developmental course.
100%
76%
68%
67%
Fall 2008
Fall 2009
75%
70%
72%
50%
25%
0%
Fall 2010
Fall 2011
Fall 2012
FA08
FA09
FA10
FA11
FA12
Tested –Reading
1960
2178
2076
2028
1926
Placed –College Level Reading
1338
1564
1514
1476
1403
Percent
68%
72%
73%
73%
73%
Tested–Writing
1850
2097
1969
1904
1830
Placed–College Level Writing
863
1010
914
837
857
Percent
47%
48%
46%
44%
47%
Tested –Math
1974
2193
2070
2023
1926
Placed–College Level Math
917
1050
973
800
775
Percent
46%
48%
47%
40%
40%
Total First Time Degree Seeking
2081
2317
2158
2076
2000
*Source: Fall 2012 HEIRS freeze file. Students from Table; Data from Banner
FACT BOOK 2012-2013
52
PLACEMENT INTO DEVELOPMENTAL COURSES
The percentage of students testing into at least one developmental course has increased from 68% among first-time
fall 2008 students to 73% of first-time students in fall 2012.
50%
40%
30%
32%
28%
33%
29%
31%
28%
24%
30% 29%
25%
20% 20%
20%
20%
18%
30%
28%
26%
16%
15%
17%
10%
0%
Fall 2008
Fall 2009
Fall 2010
No Developmental Subjects
Two Developmental Subjects
Fall 2011
Fall 2012
One Developmental Subject
Three Developmental Subjects
FA08
FA09
FA10
FA11
FA12
Placed into No Developmental Subjects
656
757
652
502
553
Reading
42
36
30
51
38
Writing
219
269
261
225
189
Math
332
378
340
371
364
Total Placed into One Developmental Subject
593
683
631
647
591
Writing & Math
252
299
343
426
371
Reading & Writing
106
112
118
75
69
Reading & Math
63
59
81
85
72
Total Placed into Two Developmental Subjects
421
470
542
586
512
Reading, Writing, & Math
411
407
333
341
344
Total Placed into Three Developmental Subjects
411
407
333
341
344
Total First Time Degree Seeking
2081
2317
2158
2076
2000
Source: Fall 2012 HEIRS freeze file.
FACT BOOK 2012-2013
53
HEAD COUNT AND FULL TIME EQUIVALENT STUDENTS
The percentage of credit students enrolled increased 15% between fall 2008 and fall 2012 (13% for FTE). Between
fall 2011 and fall 2012, the percentage of credit students decreased 1.7%.
10000
9516
7500
5000
9710
9840
5921
5873
9664
8522
5133
5834
Fall 2008
Fall 2009
5816
2500
0
Fall 2010
Head Count
Fall 2011
Fall 2012
FTE
FA08
FA09
FA10
FA11
FA12
Head Count: All Students
8522
9516
9710
9840
9664
Credits Generated
76994
87508
88820
88093
87245
Full-Time Equivalent
5133
5834
5921
5873
5816
*Source: Fall 2012 HEIRS Freeze File Full Time Equivalent is Credits Generated/15
FACT BOOK 2012-2013
54
HEAD COUNT BY STUDENT TYPE
The Massachusetts Department of Higher Education HEIRS (Higher Education Resource System) divides students
into five types: new degree-seeking students (never enrolled in college); transfer degree-seeking students; new nondegree-seeking students; readmitted degree-seeking students (those who were enrolled at the college more than 5
years ago); and continuing students (those enrolled once in the previous five years.) The continuing student
population makes up the most significant portion of the student population (64%).
100%
75%
64%
50%
21%
25%
8%
5%
2%
0%
Degree Seeking Degree Seeking
Students
Students First
Time in College
Readmitted
Degree Seeking
Students
Transferred to
MCC
First time in
College Not
Degree Seeking
Continuing
Students-From
Previous
Semesters+
FA08
FA09
FA10
FA11
FA12
Degree Seeking Students First Time in College
2081
2317
2158
2076
2000
Degree Seeking Students Readmitted *
953
636
737
686
194
Degree Seeking Students Transferred to MCC
571
716
742
883
784
First Time in College Not Degree Seeking
721
573
546
555
502
Continuing Students*
4196
5274
5527
5640
6184
Total
8522
9516
9710
9840
9664
Source: Fall 2012 HEIRS freeze file. *Note policy changes. A student is now categorized as “readmitted” after 5year hiatus, and “continuing” if left and reenrolled within five years.
FACT BOOK 2012-2013
55
DUPLICATED HEAD COUNT BY DAY, EVENING, WEB
Students at Middlesex have the option of taking courses during the day, evening or weekend, or on the web. Since
fall 2008, the percentage of day credits attempted has declined from 73% to 71% in fall 2012. The percentage of
web credits attempted has increased from 8% in fall 2008 to 10% in fall 2012.
100%
8%
8%
8%
10%
10%
19%
19%
20%
19%
20%
75%
Web Credits Generated
50%
Evening Credits Generated
Day Credits Generated
73%
73%
72%
71%
71%
Fall 2008
Fall 2009
Fall 2010
Fall 2011
Fall 2012
25%
0%
FA08
FA09
FA10
FA11
FA12
Head Count
6136
6863
7021
7057
7001
Credits Generated
56117
63425
63501
61925
61043
Head Count
3158
3540
3586
3447
3423
Credits Generated
14605
16447
17237
16763
16847
Head Count
1370
1602
1693
1879
1897
Credits Generated
5836
6851
7347
8628
8476
Day
Evening
Web
*Source: Students from Fall HEIRS Freeze File; Campus information from Banner
FACT BOOK 2012-2013
56
DUPLICATED HEAD COUNT BY CAMPUS
The chart below demonstrates changes in enrollment between sites, including web courses, since fall 2008. While
enrollments have remained steady as a proportion of the total in Lowell and Bedford, web enrollments have
increased 2% since fall 2008.
15000
10000
1602
1693
1879
1897
4847
4894
5066
5054
4181
4936
4979
4776
4663
2008
2009
2010
2011
2012
1370
4559
5000
0
Bedford Head Count
Lowell Head Count
Web Head Count
FA08
FA09
FA10
FA11
FA12
Head Count
4181
4936
4979
4776
4663
Credits Generated
32615
38900
38884
36420
35680
Head Count
4559
4847
4894
5066
5054
Credits Generated
36865
39866
40812
41402
40635
Head Count
1370
1602
1693
1879
1897
Credits Generated
5836
6851
7347
8628
8476
Bedford
Lowell
Web
Source: Students from Fall HEIRS Freeze File; Campus information from Banner
FACT BOOK 2012-2013
57
CREDIT LOAD STATUS
The shift from full-time to part-time enrollment is evidenced in the chart below. The percentage of students
attending the college full-time has decreased from 43% in fall 2008 to 39% in fall 2012. The chart below
demonstrates this steady decrease.
100%
75%
57%
60%
57%
56%
61%
50%
43%
44%
43%
40%
39%
25%
0%
Fall 2008
Fall 2009
Fall 2010
Full time
Fall 2011
Fall 2012
Part time
FA08
FA09
FA10
FA11
FA12
1-4 Credits
1686
1715
1730
1744
1578
5-8 Credits
1771
1985
2119
2241
2347
9-11 Credits
1395
1607
1671
1921
1957
12-14 Credits
3190
3670
3602
3433
3239
15+ Credits
480
539
588
501
543
Total
8522
9516
9710
9840
9664
Source: Banner Student Information System, End of Term Data
FACT BOOK 2012-2013
58
GENDER
In fall 2012, 57% of students were women, and 43% were men. The chart below shows no significant changes in
this breakdown over the past five years.
100%
75%
58%
58%
58%
57%
57%
50%
43%
42%
42%
42%
43%
25%
0%
Fall 2008
Fall 2009
Fall 2010
Male
Fall 2011
Fall 2012
Female
FA08
FA09
FA10
FA11
FA12
Male
3613
4035
4221
4167
4196
Female
4907
5479
5489
5673
5468
2
2
0
0
0
8522
9516
9710
9840
9664
Unreported
Total
Source: Fall 2012 HEIRS freeze file.
FACT BOOK 2012-2013
59
HEADCOUNT BY RACE/ETHNICITY
ENROLLMENT
In fall 2012, 63% of Middlesex Community College students were White, 16% Hispanic, 10% Asian, and 7% Black.
Less than 1% was American Indian/Alaskan Native, or reported two or more races.
100%
75%
63%
50%
25%
16%
10%
7%
1%
1%
0%
White
Hispanic
Asian
Black
Two or More Non-Resident
Races
Alien
FA08
FA09
FA10
FA11
FA12
Non-Resident Alien
79
95
97
102
94
Black
516
582
631
652
675
American Indian/Alaskan Native
27
31
31
20
24
Asian/Hawaiian/Pacific Islanders
837
1005
1057
1014
975
Hispanic
968
1110
1294
1532
1575
Cape Verdean
21
0
0
0
0
5939
6555
6453
6328
6132
0
30
101
136
138
Unreported
135
108
46
56
51
Total
8522
9516
9710
9840
9664
White
Two or more races
Source: HEIRS Fall 2012 Data. New IPEDS categories went into effect in 2009
FACT BOOK 2012-2013
60
MINORITY ENROLLMENT GAP
Between fall 2008 and fall 2012, the percentage of minority students at Middlesex Community College increased
from 28% to 35%. The Hispanic student population demonstrates significant growth, from 11% to 16% of the
MCC population between the same years.
100%
70%
75%
69%
66%
64%
63%
50%
28%
29%
Fall 2008
Fall 2009
32%
34%
35%
Fall 2010
Fall 2011
Fall 2012
25%
0%
Minority
White
50%
40%
30%
20%
12%
11%
10%
11%
10%
13%
11%
16%
16%
10%
10%
6%
6%
6%
7%
7%
Fall 2008
Fall 2009
Fall 2010
Fall 2011
Fall 2012
0%
Asian/Hawaiian/Pacific Islander
Black
Hispanic
Source: HEIRS Fall 2012 Data. New IPEDS categories went into effect in 2009
FACT BOOK 2012-2013
61
HEAD COUNT BY AGE GROUP
In fall 2012, 36% of students were aged 19 to 21. There is evidence the student population is shifting in terms of
age. Between fall 2008 and fall 2012, the percentage of students in the 19-21 year category decreased from 38% to
36%.
Several age categories are experiencing increases. The percentage of students in the 22-24 year category increased
from 16% to 18%; and the percentage of students in the 25-29 year category increased from 12% to 14%.
100%
75%
50%
36%
25%
18%
12%
14%
11%
6%
4%
40 to 49
50 and
above
0%
< 19
19 to 21
22 to 24
25 to 29
30 to 39
FA08
FA09
FA10
FA11
FA12
< 19
1016
1120
1078
1174
1115
19 to 21
3217
3583
3632
3526
3485
22 to 24
1373
1505
1600
1733
1697
25 to 29
1029
1250
1295
1321
1337
30 to 39
926
1024
1072
1105
1076
40 to 49
671
656
674
614
599
50 and above
282
368
359
366
355
8
10
0
1
0
8522
9516
9710
9840
9664
Unreported
Total
Source: HEIRS Fall 2012 Data. New IPEDS categories went into effect in 2009.
FACT BOOK 2012-2013
62
INTERNATIONAL AND FOREIGN STUDENTS
In fall 2012, students came from 33 different countries. Top countries include Brazil (11), Kenya (7), and Vietnam
(5). In addition to student taking courses, a small number of students participate in Optional Practical Training for
up to a year after graduation. Middlesex Community College continues to track the students through SEVIS (Student
Exchange Visitor Information System).
500
400
300
200
84
100
67
82
77
Fall 2009
Fall 2010
79
0
Fall 2008
Fall 2011
Fall 2012
Semester
International Students
Foreign Students
Total Students
Fall 2008
41
26
67
Spring 2009
45
31
76
Fall 2009
53
29
82
Spring 2010
45
26
71
Fall 2010
44
33
77
Spring 2011
46
24
70
Fall 2011
38
46
84
Spring 2012
38
39
77
Fall 2012
46
33
79*
Spring 2013
36
31
67**
*Includes four International students for the Fall 2012 semester on Optional Practical Training
**Includes three International students for the Spring 2013 semester on Optional Practical Training
Source: Banner and MCC International Department
FACT BOOK 2012-2013
63
INTERNATIONAL AND FOREIGN STUDENTS BY COUNTRY OF BIRTH
Country
FA08
SP09
FA09
SP10
Albania
FA10
SP11
FA11
SP12
FA12
1
Antigua
1
Bahamas
1
Belgium
Bolivia
Brazil
SP13
11
9
8
9
Bulgaria
1
1
1
1
1
1
2
2
2
14
10
14
10
13
11
1
1
1
1
3
1
2
1
Cambodia
1
4
5
4
3
3
3
Canada
1
1
2
3
2
3
1
Chile
4
1
China
1
1
2
3
4
3
2
3
Columbia
1
1
4
2
4
3
4
4
Congo
1
1
Czechoslovakia
1
1
1
1
1
1
3
3
2
1
2
1
2
3
1
2
1
Dominican Rep
El Salvador
1
Ecuador
1
1
1
2
1
1
France
2
3
3
1
1
1
1
Germany
1
1
1
1
2
1
2
1
1
1
1
1
1
2
2
2
Ghana
Greece
1
1
1
1
Guatemala
1
2
2
1
1
Guinea
Haiti
2
1
2
2
1
1
Hong Kong
India
1
10
1
3
3
1
1
1
11
12
6
1
4
1
2
1
1
1
1
1
3
8
6
4
4
2
1
1
Israel
Ivory Coast
1
1
1
Kenya
2
2
3
5
5
4
9
11
7
7
Korea
9
7
5
3
5
2
3
3
3
3
Kuwait
1
Laos
1
1
1
1
Lebanon
Liberia
1
1
FACT BOOK 2012-2013
64
Country
FA08
SP09
Malawi
Malaysia
1
1
Mexico
1
1
Morocco
FA09
SP10
FA10
SP11
1
1
1
1
1
1
1
1
FA11
SP12
FA12
SP13
2
1
2
2
1
Namibia
1
Nepal
1
1
Norway
1
Other
Pakistan
1
1
1
1
1
1
1
1
1
1
1
Peru
1
1
2
2
1
1
Philippines
1
1
1
1
1
1
Poland
1
1
1
1
1
1
Russia
2
1
1
1
1
1
1
Rwanda
Saudi Arabia
1
2
Senegal
2
2
2
2
2
2
2
2
2
2
2
1
2
2
Sierra Leone
1
1
1
1
1
Singapore
1
1
1
1
1
1
1
1
1
1
1
1
South Africa
Sweden
1
1
1
1
Syria
1
1
1
1
Taiwan
1
1
1
2
Tanzania
1
Thailand
1
Trinidad
1
Turkey
Uganda
1
1
2
2
1
2
3
Ukraine
2
2
3
1
2
1
2
1
1
1
United Kingdom
1
Unreported
2
3
4
3
1
Venezuela
2
1
1
1
1
1
1
Vietnam
4
5
6
5
7
5
5
67
76
82
71
77
70
84
1
3
2
1
5
Yugoslavia
Total
2
75
7
5
1
1
79
67
* International refers to students who are on F-1 student visas. Foreign refers to students who hold other visas
Source: Banner
FACT BOOK 2012-2013
65
HEAD COUNT BY DEGREE OR CERTIFICATE SOUGHT
In fall 2012, 9664 students were enrolled in 83 programs. Top programs included Liberal Studies, Early Childhood
Education, Business Administration, and Criminal Justice. The percentage of students seeking an Associate Degree
increased from 84% in fall 2008 to 87% in fall 2012. Student seeking a degree or a certificate make up 96% of the
student population.
100%
87%
87%
84%
75%
88%
88%
50%
25%
11%
5%
0%
Fall 2008
9%
4%
9%
4%
Fall 2009
Associate Degree Programs
9%
Fall 2010
8%
4%
4%
Fall 2011
Fall 2012
Certificate Programs
Undeclared Programs
Programs
FA08
FA09
FA10
FA11
FA12
Associate Degree
7118
8295
8440
8635
8477
Certificate
451
335
425
365
372
Undeclared Majors
953
886
845
840
815
Total
8522
9516
9710
9840
9664
Source: Fall 2012 HEIRS Freeze File.
FACT BOOK 2012-2013
66
HEAD COUNT BY PROGRAM
Program
Alcoholism/Substance Abuse
Biotechnology Technician Certificate
Business Administration - Accounting
Business Administration - Career
Business Administration - Career Accelerated
Business Administration - Honors
Business Administration - Management
Business Administration - Retail Management
Business Administration - Transfer
Business Technologies - Office Management & Technical
Systems
CAD Technology
CAD Technology Certificate
Computer Aided Design Day
Computer Forensics
Computer Forensics Certificate
Computer Science Transfer
Computer/Software & Networking
Computerized Accounting
Construction Management Certificate
Criminal Justice
Criminal Justice - Administration of Justice
Criminal Justice - Law Enforcement
Criminal Justice - Transfer
Culinary Arts
Culinary Arts Certificate
Dental Assisting
Dental Assisting Certificate
Dental Hygiene
Dental Laboratory Technology
Diagnostic Medical Sonography Certificate
Direct Support Certificate in Human Services
Early Childhood Education Certificate
Early Childhood Education Transfer
Elementary Education
FACT BOOK 2012-2013
FA08
FA09
FA10
FA11
FA12
27
85
26
150
362
0
0
2
0
725
2
28
86
25
170
359
5
1
1
0
783
2
30
132
34
143
331
0
0
2
0
793
1
26
147
29
138
333
0
0
1
1
866
0
29
158
22
127
280
0
0
4
0
870
0
74
3
5
5
18
0
83
98
8
0
16
148
375
0
49
8
19
5
79
18
23
13
13
217
41
77
103
78
3
5
5
32
0
119
95
10
0
17
159
438
17
54
4
18
8
82
23
26
15
17
223
34
95
104
60
2
10
0
37
0
130
93
10
10
8
127
365
135
45
4
22
9
72
32
26
0
24
222
40
112
104
44
0
8
0
46
2
154
101
13
0
3
106
293
220
38
7
23
6
72
33
28
0
19
218
19
121
107
49
0
6
1
43
3
197
86
9
0
4
68
217
285
51
3
23
3
73
34
28
0
21
225
17
138
109
67
Program
FA08
FA09
FA10
FA11
FA12
Energy Utility Technician Certificate
Fashion Merchandising
Fine And Performing Arts - Liberal Studies
Fine and Performing Arts - Liberal Arts
Fire Protection & Safety Technology
Fitness Management Certificate
Graphic Design Certificate
Hospitality Management
Hospitality Management Certificate
Human Services
Law Enforcement Certificate
Liberal Arts and Sciences
Liberal Arts and Sciences - Communication Concentration
Liberal Arts and Sciences - Engineering Science Transfer
Liberal Arts and Sciences - Fine & Performing Arts - Fine Arts
Liberal Arts and Sciences - Fine & Performing Arts - General
Liberal Arts and Sciences - Fine & Performing Arts - Music
Liberal Arts and Sciences - Fine & Performing Arts - Theatre
Liberal Arts and Sciences - Global Studies Concentration
Liberal Arts and Sciences - Life Science Concentration
Liberal Arts and Sciences - Physical Science Concentration
Liberal Arts and Sciences - Psychology Concentration
Liberal Arts and Sciences – Social Science Concentration
Liberal Arts and Sciences – World Languages
Liberal Studies
Liberal Studies - Automotive Technology
Liberal Studies - Aviation Maintenance Technology
Liberal Studies – Building Construction Technology
Liberal Studies - Communication
Liberal Studies - Graphic Design
Liberal Studies - Mass Transfer
Liberal Studies - Paralegal
Liberal Studies - Paralegal Transfer
Liberal Studies - Performing Arts - Music Concentration
Liberal Studies - Performing Arts - Theatre Concentration
Liberal Studies - Studio Arts
Liberal Studies Certificate
Liberal Studies Environmental Health
Liberal Studies Information Technology - Database Technology
Liberal Studies Information Technology - General Studies
Concentration
21
3
46
3
1
105
0
21
60
3
60
1
927
91
178
24
5
12
13
26
66
25
190
0
0
1881
15
12
0
1
145
0
78
0
13
14
40
158
0
4
12
23
7
46
3
0
109
2
17
61
4
86
6
1107
108
209
18
9
25
12
21
100
47
266
0
0
2269
15
12
0
0
138
4
92
6
24
20
47
13
0
5
18
24
3
56
3
1
107
0
20
75
7
95
8
1082
137
237
16
19
34
12
17
120
46
321
0
0
2219
22
13
0
0
147
2
100
18
37
15
50
12
7
2
27
21
6
45
1
0
95
0
30
76
2
74
8
1234
134
257
22
12
30
13
22
136
57
351
0
9
2128
19
12
4
0
157
0
76
31
23
17
35
4
22
0
26
23
3
44
0
1
94
0
21
64
6
76
7
1320
138
276
26
11
43
21
38
150
45
392
10
22
1836
8
13
3
0
151
0
52
39
22
9
29
8
25
0
30
FACT BOOK 2012-2013
68
Program
Liberal Studies Information Technology - Transfer
Concentration
Liberal Studies Information Technology - Web Development
Concentration
Medical Assisting
Medical Assisting Certificate
Medical Reception Certificate
Medical Office Administration Certificate
Nursing
Nursing Assistant Certificate
Office Systems & Administration
Office Systems & Administration Certificate
Para educator Certificate
Paralegal Studies Certificate
Phlebotomist Certificate
Radio Frequency Identification
Radiologic Technology
Sales & Marketing Certificate
Small Business Management Certificate
Studio Art
Studio Art Certificate
Telecommunications Technology
Theater Concentration
Transition
Travel Services Management Certificate
Undeclared
Vascular Technology Certificate
Web Development
Web Publishing Certificate
Total
** Source: Fall HEIRS Freeze File
FACT BOOK 2012-2013
FA08
FA09
FA10
FA11
FA12
26
38
56
55
48
18
19
5
0
0
1
17
0
0
185
0
21
3
1
8
0
6
39
3
9
2
5
10
1
30
4
953
9
5
4
8522
2
23
0
0
204
0
24
4
2
11
0
0
40
4
8
0
8
28
3
35
4
886
9
5
4
9516
3
20
19
3
193
26
23
3
0
16
29
0
36
1
9
0
8
33
3
40
4
845
0
2
1
9710
6
20
12
4
195
33
23
2
0
33
10
0
37
0
11
0
11
26
0
35
0
840
0
0
0
9840
3
24
23
3
196
23
26
0
0
40
30
0
35
0
7
2
6
18
0
36
1
815
0
0
0
9664
69
CREDITS GENERATED BY ACADEMIC AREA
Subject
FA08
FA09
FA10
FA11
FA12
0
0
416
401
256
Anthropology
591
702
684
615
660
Art and Design
2619
2904
2904
2988
2880
Biology
5582
6766
6770
6882
6610
Biotechnology
255
207
249
219
330
Business Administration
5653
5766
5460
5508
5094
Computer Aided Design
408
366
309
204
243
Computer Applications
1722
1923
1899
1560
1464
Chemistry
1232
1708
1728
1860
1792
Communications
1455
1827
1887
1728
1677
Criminal Justice
2028
2190
2265
2073
1920
Computer Science
763
850
1056
1074
1312
0
0
0
87
54
Dance
129
147
177
156
99
Dental Assisting
204
240
240
228
228
Dental Hygiene
1163
1221
1100
1070
1091
182
191
230
251
282
Economics
978
1227
1398
1461
1365
Education
918
966
921
921
831
Engineering Science
72
140
204
184
208
English Language Learner
1479
1542
1386
1971
1737
Emergency Medical Technician
294
357
210
175
224
13776
15792
15684
15771
15336
Environmental Science
885
959
1177
1184
1184
Ethics
813
1038
1299
1254
1341
Electrical Utilities
147
161
164
147
147
0
0
0
0
0
474
435
315
315
333
Geosciences
0
0
0
0
0
Geography
162
228
216
231
330
Government
348
408
417
474
603
Academy of Health Professions
Core Student Success (Billerica High School)
English
Fitness/Physical Education
Fire Protection & Safety Tech
FACT BOOK 2012-2013
70
Subject
FA08
FA09
FA10
FA11
FA12
0
0
114
120
81
History
2001
2526
2712
2844
2925
Humanities
678
705
684
666
849
Human Services
371
447
499
511
516
Interdisciplinary Studies
0
0
0
0
453
Information Technology
128
123
141
126
85
Languages
1674
2019
2025
1944
1920
Legal Studies
1053
1080
1020
1119
882
0
0
0
0
30
253
352
416
281
337
12188
14001
14315
13793
13818
Music
711
891
942
861
798
Northeast Consortium of Colleges and Universities
13
24
13
6
1
Network Systems and Technology
429
504
408
369
396
Nursing
1707
1975
1950
1612
1623
Paralegal Studies
390
405
432
558
570
Philosophy
387
390
474
549
498
Physics
408
477
434
446
463
Psychology
5256
6003
5982
6054
6318
360
350
320
340
330
Religion
57
108
105
57
63
23
0
0
0
0
Science
634
659
807
655
760
Student Development
15
11
13
12
11
Sociology
2097
2247
2382
2433
2229
395
404
273
294
292
Student Development
18
18
19
0
0
Theater
216
258
201
231
234
Technical Math
462
485
522
476
424
Transition Program
450
525
600
540
540
Verizon
288
260
252
204
168
76,994
87,508
88,820
88,093
87,245
Intro to Homeland Security
Learning in Community
Medical Assisting
Mathematics
Total
*Source-Banner Student Information System: End of Term Data
FACT BOOK 2012-2013
71
TOP THIRTY FEEDER CITIES AND TOWNS
All Students
Town
FA08
FA09
FA10
FA11
FA12
Lowell
2057
Billerica
594
Dracut
468
Lawrence
331
Chelmsford
405
Tewksbury
300
Woburn
304
Methuen
197
Burlington
222
Waltham
187
Wilmington
217
Westford
160
Bedford
113
Lexington
129
Arlington
158
Tyngsboro
172
Acton
113
Reading
105
Pepperell
107
Medford
107
Stoneham
97
Nashua
102
Groton
62
Haverhill
68
Andover
66
Winchester
58
Concord
61
Pelham
57
Maynard
64
Littleton
72
Total
7153
Total Enrollment
8522
% of Total Enrollment
84%
*Source: Fall 2012 HEIRS freeze file
2313
670
517
364
415
345
336
214
232
227
223
173
162
149
185
169
123
127
113
117
122
100
74
77
75
66
79
50
84
94
7995
9516
84%
2361
702
502
429
430
349
379
230
228
231
220
199
159
178
204
167
122
110
111
113
124
96
76
85
90
56
71
45
65
74
8206
9710
85%
2476
712
548
528
399
335
334
256
243
212
207
218
140
171
184
152
125
97
114
117
111
85
88
96
86
62
62
54
78
77
8367
9840
85%
2424
734
532
528
409
344
297
257
246
220
201
183
156
155
152
143
109
108
106
104
91
89
85
84
81
70
69
65
64
63
8169
9664
85%
FACT BOOK 2012-2013
72
SPRING ENROLLMENT TREND
SPRING ENROLLMENT TREND
Spring enrollment increased 12.5% between spring 2009 and spring 2013, while FTE increased 11.2%.
10000
8692
8860
5218
5090
5189
Spring 2010
Spring 2011
8661
7880
7500
5000
4600
2500
0
Spring 2009
Head Count
Credits Generated
Full Time Equivalents
*Source: Banner
FACT BOOK 2012-2013
Spring 2012
FTE
SP09
SP10
SP11
SP12
SP13
7880
8661
8692
8860
8870
69,004
78,272
76,353
77,844
76,751
4600
5218
5090
5190
5117
FTE is determined by dividing Credits Generated by 15
SUMMER ENROLLMENT TREND
73
SUMMER ENROLLMENT TREND
Summer enrollment increased 20.2% between summer 2008 and summer 2012, while FTE increased 29.1%.
10000
7500
5000
2910
3488
3450
3500
3309
2500
0
862
1,012
1,100
1,105
1,113
2008
2009
2010
2011
2012
Headcount
Credits Generated
FTE
SU08
SU09
SU10
SU11
SU12
2910
3309
3488
3450
3500
12,927
15,185
16,507
16,569
16,689
FACT BOOK 2012-2013
74
ANNUAL ENROLLMENT TREND
UNDUPLICATED CREDIT STUDENT HEAD COUNT
Annual unduplicated credit headcount captures represents a unique number of students who enrolled in credit
courses that ran from July 1 through June 30. Since FY 2009, the number of credits generated increased 12%, and
the number of unduplicated students has increased 10%.
15000
12919
13267
13364
13254
12147
12220
12080
12095
12500
12009
10000
10766
7500
5000
2500
0
FY 2009
FY 2010
FY 2011
FY 2012
Headcount
FY 2013
FTE
FY09
FY10
FY11
FY12
FY13
Annual Unduplicated Credit Headcount
12,095
12,919
13,267
13,364
13,254
Annual Credits Generated
161,493
180,129
182,204
183,302
181,200
Source: HEIRS Annual Summary Reports
FACT BOOK 2012-2013
75
UNDUPLICATED NON-CREDIT STUDENT HEAD COUNT
Non-credit enrollments come from several sources, including Career Source, The Career Place as well as through
activities throughout the college. Non-credit enrollment increased 35% between FY 2012 and FY 2013. If a student
is enrolled in both a Workforce Development and Personal Growth course within a given year, the student is
classified as a Workforce Development student for that year.
12500
10900
10000
9601
8984
8700
7463
7500
5000
2500
0
FY 2009
FY 2010
FY 2011
FY 2012
FY 2013
FY08
FY09
FY10
FY11
FY12
FY13
Workforce Development
8526
8894
9277
8456
7414
8046
Total Unduplicated Non-Credit Student Head Count
8660
8984
9601
8760
7463
10900
Source: HEIRS Annual Summary Reports
FACT BOOK 2012-2013
76
STUDENT PERFORMANCE
STUDENT PERFORMANCE
PERSISTENCE AND RETENTION
Persistence rates measure the percentage of first-time students enrolled in the fall who re-enroll in the spring. For the
fall 2012 cohort, persistence was at its highest since fall 2006, with 78.3% of new fall 2012 students returning in the
spring.
100.0%
75.0%
69.7%
70.2%
Fall 2006
Fall 2007
73.3%
75.3%
Fall 2008
Fall 2009
73.9%
71.0%
78.3%
50.0%
25.0%
0.0%
Fall 2010
Fall 2011
Fall 2012
Retention rates measure the percentage of first-time students who are still enrolled after one year in the college.
Retention rates have increased from 48.9% for the fall 2006 cohort to 61.0% for the fall 2012 cohort.
100.0%
75.0%
48.9%
51.4%
Fall 2006
Fall 2007
56.9%
54.2%
53.6%
51.8%
Fall 2008
Fall 2009
Fall 2010
61.0%
50.0%
25.0%
0.0%
FACT BOOK 2012-2013
Fall 2011
Fall 2012
STUDENT PERFORMANCE
77
IPEDS SUCCESS RATE
Each year Middlesex calculates the number of first-time, full-time degree seeking students who graduate or transfer
within 150% of time. For a two-year degree-seeking student, this would be three years; for a one-year certificateseeking student, this would be three semesters.
The IPEDS graduation or transfer rate has remained steady for Middlesex. Among first-time, full-time degree
seeking students who began at Middlesex in fall 2005, 38.1% graduated or transferred within 150% of time. Among
first-time, full-time degree seeking students who began at Middlesex in fall 2009, 37.3% graduated or transferred
within 150% of time.
100.0%
75.0%
50.0%
38.1%
37.8%
37.3%
36.8%
37.3%
Cohort 2005
Cohort 2006
Cohort 2007
Cohort 2008
Cohort 2009
25.0%
0.0%
IPEDS
FACT BOOK 2012-2013
78
STUDENT PERFORMANCE
SIX-YEAR COMMUNITY COLLEGE SUCCESS INDICATOR
The Department of Higher Education compiles six-year success statistics based on a heirarchy outcomes:
graduation, transfer, earning at least 30 credits, or continued enrollment. Each student is counted only once to
determine a final success percentage. Of the 1,211 first-time degree-seeking students at Middlesex in fall 2003,
74.4% fell into one of the four determined areas of success. The six-year community college success indicator for
the fall 2005 cohort was 75.2%,
100.0%
74.4%
77.5%
75.2%
75.0%
50.0%
25.0%
0.0%
Fall 2003 Cohort
FACT BOOK 2012-2013
Fall 2004 Cohort
Fall 2005 Cohort
Cohort
FA03
FA04
FA05
Graduated
28.1%
29.8%
26.9%
Transferred
30.3%
31.3%
30.9%
Earned 30 or more credits
14.7%
15.5%
16.1%
Still Enrolled
1.3%
0.9%
1.4%
STUDENT PERFORMANCE
79
GRADE DISTRIBUTION
Summer Successful Rate
Fall Successful Rate
Spring Successful Rate
SU08
SU09
SU10
SU11
SU12
76.92%
75.25%
76.19%
75.85%
76.49%
FA08
FA09
FA10
FA11
FA12
76.11%
75.57%
75.36%
76.65%
76.72%
SP09
SP10
SP11
SP12
SP13
76.92%
75.25%
76.19%
75.85%
76.49%
FACT BOOK 2012-2013
80
STUDENT PERFORMANCE
ANNUAL SUCCESSFUL COURSE COMPLETION RATE TREND
The overall credit course completion rate has increased two percentage points, from 74.7% in FY 2008 to 76.9% in
FY 2013.
100.0%
74.7%
76.1%
75.0%
75.7%
76.3%
76.9%
FY 2008
FY 2009
FY 2010
FY 2011
FY 2012
FY 2013
75.0%
50.0%
25.0%
0.0%
*Source: HEIRS Annual Summary Reports
FY08
FY09
FY10
FY11
FY12
FY13
Annual Credits Attempted
44216
46524
51724
53208
53782
53282
Annual Credits Earned
33023
35416
38802
40283
41025
41014
FACT BOOK 2012-2013
STUDENT PERFORMANCE
81
STUDENT ACADEMIC STANDING
FALL TERM TREND
The Academic Review process was revised in fall 2011 with clearly defined categories for academic warning,
probation, and suspension. Students placed on probation (below 1.8 cumulative GPA with 12-24 credits or below
2.0 cumulative GPA with over 24 credits) have two semesters to raise their cumulative GPA above 2.0 or are
academically suspended.
To begin to evaluate the impact of the new policies, data was gathered on four fall semesters of students who were
determined as not meeting adequate academic standards based on the policies in place at that time. In fall 2009 and
fall 2010, students were placed on probation (AP), or restricted probation (RP), without clear guidelines and
interventions. As of fall 2011, students are now placed on Academic Warning, and subsequently, Academic
Probation. Students are placed on Academic Warning (AW) if they have earned fewer than 12 credits with a
cumulative GPA below 2.0; or if they have earned between 12 and 24 credits with a cumulative GPA at or above 1.8
and below a 2.0. Students are placed on Academic Probation (PR) if they have earned 12-24 credits with a
cumulative GPA below 1.8, or have earned over 24 credits with a cumulative GPA below 2.0. Students on
Academic Probation who have earned fewer than 24 credits and who are ENG 101 eligible are required to take PSY
125 (Psychology of Success); for students not eligible to take ENG 101, a designated “explorations” course is
available.
The number of students receiving some type of academic action (probation, warning, or restricted probation) has not
changed significantly between fall 2009 (1269) and fall 2012 (1217). The number of students suspended has
decreased from 231 in fall 2009 to 67 in fall 2012.
Student retention is higher among students under the new policy (Fall 2011 and Fall 2012 cohorts) compared to
students exposed to the former policy (Fall 2009 and Fall 2011 cohorts). The percentage of students who returned in
the subsequent fall (retention) following some type of academic action (probation, warning, or restricted probation)
increased from 29% (Fall 2009 cohort returning in Fall 2010) to 33% (Fall 2012 cohort returning in Fall 2013).
10000
8446
7500
5000
2500
635
582
67
10
0
Good Standing
Academic
Warning
Academic
Probation
Academic Suspended and
Suspension
Readmitted
*17% of students in Good Standing were on the Dean’s List
FACT BOOK 2012-2013
82
STUDENT PERFORMANCE
Licensure Exam Results
Licensure Exam
2008
2009
2010
2011
2012
Examined
77
78
80
72
73
Passed First Time
64
63
61
60
67
83%
81%
76%
83%
92%
Examined
16
19
15
15
16
Passed First Time
16
16
13
13
14
100%
84%
87%
86%
88%
Examined
35
35
41
32
30
Passed First Time
35
35
39
32
29
100%
100%
95%
100%
99%
Nursing Education NCLEX-RN
First Time Pass Rate
Dental Hygiene
*Source: MCC Health and STEM Division
FACT BOOK 2012-2013
STUDENT PERFORMANCE
83
DEGREES AND CERTIFICATES AWARDED
The number of degrees and certificates awarded at Middlesex has increased 26% from 1034 in FY 2009 to 1310 in
FY 2013. Out of the total number of degree and certificates awarded, the Associate in Arts has seen the greatest
growth, from 12% of all awards in FY 2009 to 16% in FY 2013.
100%
77%
73%
75%
69%
69%
69%
50%
25%
0%
12%
11%
12%
10%
FY 2009
FY 2010
Certificates
16%
15%
16%
14%
11%
FY 2011
FY 2012
Associates in Arts
13%
FY 2013
Associates in Science
2009
2010
2011
2012
2013**
Certificates*
120
111
179
171
167
Certificates of Completion**
12
15
23
15
16
Associates in Arts*
123
122
126
181
208
Associates in Science*
757
872
757
854
910
Associate in Applied Science*
22
15
13
17
9
1034
1135
1098
1238
1310
Total Degrees and Certificates Awarded
* Based on graduates per fiscal year. For example, 2013 data includes graduates from Summer 2012, Fall 2012,
and Spring 2013. Source: HEIRS Historical Degree File
**Certificates of Completion and 2013 data from Banner Student Information System
FACT BOOK 2012-2013
84
DEGREES AND CERTIFICATES
AWARDED BY PROGRAM
Program
Adult Echocardiography Certificate
2009
1
2010
0
2011
0
2012
0
2013**
0
Alcohol/Substance Abuse Certificate
5
5
9
15
10
Biotechnology
25
18
29
39
30
Biotechnology Certificate
21
6
18
22
29
Business Administration - Accounting
8
14
7
10
12
Business Administration - Career General
43
50
35
43
38
Business Administration - Hospitality Management
5
10
7
14
6
110
112
98
122
137
Business Administration – Transfer Accelerated
0
0
0
0
13
Business Technology - General
0
1
0
0
0
Computer & Telecommunications
0
0
0
0
1
Computer Aided Design (CAD) Technology
12
21
13
13
12
Computer Aided Design (CAD) Technology Certificate
0
0
1
0
0
Computer Aided Design Day Certificate
0
4
4
1
2
0
1
0
0
0
Computer Forensics Certificate
0
0
0
0
1
Computer Forensics – Liberal Studies
0
1
3
4
5
Computer Science
5
6
8
5
11
6
14
6
8
7
2
4
4
1
2
Construction Management Certificate
0
0
0
1
0
Criminal Justice
4
2
1
3
0
32
21
21
13
11
41
42
62
29
27
Criminal Justice Transfer
0
0
8
25
53
Culinary Arts
3
3
1
5
5
2
1
1
2
0
Dental Assisting
10
9
8
8
8
Dental Assisting Certificate
12
17
10
5
10
Dental Hygiene
34
40
34
29
30
4
7
7
9
6
9
13
8
9
11
Diagnostic Medical Sonography Certificate
12
15
1
0
0
Business Administration - Transfer
FACT BOOK 2012-2013
Program
Direct Support Certificate in Human Service
85
2009
8
2010
5
2011
7
2012
13
2013**
11
7
10
10
10
7
3
6
11
15
10
39
33
26
35
40
17
10
16
17
10
2
3
2
6
2
Energy Utility Technology Certificate
19
10
8
14
15
Engineering Science
14
17
21
29
22
Fashion & Retail Merchandising
1
0
0
0
0
3
3
4
7
4
19
29
17
27
11
Fitness Management Certificate
1
0
0
0
0
2
0
1
6
0
Health Careers Certificate
0
0
0
0
1
Hospitality Management Certificate
1
2
2
0
0
Human Services
7
5
8
7
10
Human Services Transfer
1
6
5
7
4
Law Enforcement Certificate
9
1
0
0
1
Liberal Arts - Communication
9
11
6
9
12
Liberal Arts - Global Studies
1
0
3
2
2
Liberal Arts - Life Science
1
2
3
10
6
Liberal Arts - Psychology
13
13
20
30
31
Liberal Arts – World Languages
0
0
0
0
2
79
86
77
109
142
Liberal Arts and Sciences - Fine & Performing Arts - Fine Arts
1
0
1
0
2
Liberal Arts and Sciences – Fine & Performing Arts - Music
0
0
0
1
1
Liberal Arts and Sciences - Fine & Performing Arts - Theatre
1
0
0
0
0
Liberal Arts - Physical Science
1
0
0
3
0
167
230
161
178
213
Liberal Studies - Automotive
3
0
5
5
0
Liberal Studies - Aviation Maintenance Technology
3
1
0
2
4
11
13
14
12
22
15
16
10
16
11
7
4
4
2
4
1
2
0
2
0
Liberal Studies - Fine & Performing Arts – Music Concentration
2
4
6
1
3
Liberal Studies - Fine & Performing Arts – Theatre Concentration
0
5
1
2
1
Liberal Studies
FACT BOOK 2012-2013
86
Program
Liberal Studies Information Technology - Database Technology
2009
0
2010
0
2011
0
2012
0
2013**
0
Liberal Studies Information Technology – General
0
2
3
1
4
Liberal Studies Information Technology - Transfer Concentration
2
2
3
8
9
Liberal Studies Information Technology - Web Development
Concentration
Medical Assisting
2
4
0
1
0
3
5
6
11
5
8
8
15
17
8
Medical Receptionist Certificate
0
0
23
8
19
0
0
5
3
1
Nursing
79
79
74
71
75
0
0
25
17
15
Office Education Word Processing
0
1
0
0
0
3
1
3
2
6
Office Systems & Administration Certificate
0
2
0
0
0
Paraeducator Certificate
0
0
0
1
0
Paralegal Studies Certificate
2
7
7
14
18
Paralegal Studies Transfer
0
1
4
5
11
Phlebotomist Certificate
0
0
20
18
12
1
0
0
0
0
Radio Frequency Technology
3
0
0
0
0
17
17
13
16
16
Sales & Marketing Certificate
1
0
2
0
0
3
0
2
1
2
Studio Arts Certificate
1
2
0
0
2
Telecommunications Technology
22
15
13
17
9
Travel Services Management
1
2
1
0
1
Vascular Technology Certificate
0
7
2
0
0
Web Development
0
1
0
0
0
Web Publishing Certificate
0
0
1
0
0
Transition-Clerical and Business Support Skills
12
15
23
15
16
1034
1135
1098
1238
1310
Certificate of Completion**
Source: Based on graduates per fiscal year. For example, 2013 data includes graduates from Summer 2012, Fall 2012,
and Spring 2013. Source: HEIRS Historical Degree File
**Certificates of Completion and 2013 data from Banner
FACT BOOK 2012-2013
87
AWARDED BY GENDER
2009
2010
2011
2012
2013**
Female
Male
Total Certificates
76
44
120
78
33
111
141
38
179
126
45
171
109
58
167
Certificates of Completion**
Female
Male
Total Certificates of Completion
5
7
12
9
6
15
14
9
23
4
11
15
8
8
16
Associates in Arts
Female
Male
Total Associates in Arts
90
33
123
67
55
122
82
44
126
118
63
181
135
73
208
Female
Male
Total Associates in Science
462
295
757
514
358
872
433
324
757
507
347
854
528
382
910
Associates in Applied Science
Female
Male
Total Associates in Applied Science
7
15
22
1
14
15
3
10
13
1
16
17
1
8
9
Total Certificates and Degrees: Female
640
669
673
754
781
Total Certificates and Degrees: Male
394
1034
466
1135
425
1098
481
1235
529
1310
Certificates
*Based on graduates per fiscal year. For example 2013 data includes graduates from Summer
2012, Fall 2012, and Spring 2013. Source: HEIRS Historical Degree File
FACT BOOK 2012-2013
88
AWARDED BY RACE/ETHNICITY
Race/Ethnicity
2009
2010
2011
2012
2013**
1
0
0
1
0
Asian
11
12
24
28
24
Black/African American
7
12
14
18
14
Hispanic
12
6
18
17
26
White
87
80
119
105
97
1
1
1
2
Certificates
Two or more races
Non-resident Alien
1
0
2
1
3
Unreported
1
0
1
0
1
120
111
179
171
167
0
0
1
0
0
Asian
0
0
0
2
1
1
0
1
0
0
Hispanic
0
1
0
2
1
White
11
14
21
11
14
Unreported
0
0
0
0
0
Total Certificates of Completion
12
15
23
15
16
0
0
1
1
0
Asian
2
7
7
14
19
5
4
5
7
13
Hispanic
4
6
14
23
23
111
105
96
135
146
Two or More Races
0
0
0
1
3
Non-resident Alien
0
0
2
0
3
Unreported
1
0
1
0
0
123
122
126
181
208
Total Certificates
Certificates of Completion
Associates in Arts
White
Total Associates in Arts
FACT BOOK 2012-2013
Race/Ethnicity
89
2009
2010
2011
2012
2013**
3
1
1
5
5
Native Hawaiian/Other Pacific Islander
0
0
1
0
1
Asian
78
92
86
88
104
43
46
46
50
43
Hispanic
59
70
66
89
106
White
562
648
548
606
633
Two or more races
0
1
2
5
4
Non-resident Alien
10
12
7
10
12
Unreported
2
2
0
1
2
757
872
757
854
910
Hispanic
0
1
0
0
1
White
22
14
13
17
8
Total Associates in Applied Science
22
15
13
17
9
1034
1135
1098
1235
1310
Total Associates in Science
Associate in Applied Science
*Based on graduates per fiscal year. For example, 2013 data includes graduates from Summer 2012, Fall 2012, and
Spring 2013. Source: HEIRS Historical Degree File. New IPEDS categories went into effect in 2009
FACT BOOK 2012-2013
90
COLLEGE AND UNIVERSITY ARTICULATION AGREEMENTS
MassTransfer provides community college students who complete associate degrees and enroll in linked
MassTransfer university baccalaureate programs with the full transfer of credit, guaranteed admission, and a tuition
discount (each based on final GPA). For more information on approved Middlesex linked programs, visit
http://www.mass.edu/masstransfer/.
In addition to linked MassTransfer programs, we partner with public and private universities through articulation
agreements. These agreements are designed to ease the transfer process, allowing a student to specifically plan a
curriculum that will fit a chosen bachelor's degree program at a selected college or university. Visit the Middlesex
Community College website at www.middlesex.mass.edu for the most current list of articulation agreements and
how to access Transfer Advising services.
Articulation
Middlesex Program
Institution
American College of History and Legal Studies
All MassTransfer Programs
Baccalaureate Program
History and Law
Anna Maria College
All Degrees
All Degrees
Boston University
Biotechnology
Biomedical Lab & Clinical Sciences
Champlain College
Computer Forensics
Comp Forensics & Digital Investigations
Emmanuel College
Nursing
Nursing
Fitchburg State University
Elementary Education Transfer
Special Education
Nursing
Nursing
Framingham State University
Nursing
Nursing
Hesser College
Accounting
Accounting
Accounting
Business Administration Career
Criminal Justice
Criminal Justice
Human Services
Psychology
Psychology
Psychology
Psychology
FACT BOOK 2012-2013
91
Kaplan University
All Associate Degrees
Advanced Start Option
Massachusetts College of Pharmacy and Allied Health Sciences
Dental Hygiene
MS in Dental Hygiene Bridge Program
New England Institute of Art
Graphic Design
Graphic Design
Nursing
Nursing
Business Management
Marketing
Finance
Liberal Studies
Liberal Studies
Liberal Arts and Sciences: Psychology
Psychology
Liberal Arts and Science: Communications
Communications
Nursing
Nursing
Regis College
Rivier College
Salem State University
Fire Protection and Safety Technology
Fire Science Administration
Nursing
Nursing
Saint Joseph’s College of Maine Division of Graduate and Professional Studies
Liberal Studies
General Studies, Adult Ed and Training Specialization
Liberal Studies
General Studies Business Admin Specialization
Liberal Studies
General Studies Criminal Justice Specialization
Liberal Studies
General Studies Human Services Specialization
Liberal Studies
General Studies Psychology Specialization
General Studies Psychology Specialization
General Studies Adult Ed & Training Specialization
General Studies Human Services Specialization
Criminal Justice Transfer
General Studies Criminal Justice Specialization
Radiologic Science Administration
Nursing
Nursing
Dental Hygiene
Health Administration
Health Administration
FACT BOOK 2012-2013
92
UMASS Lowell
Clinical Laboratory & Nutritional Sciences
Computer Science
Computer Science
Environmental Health
Environmental Health
American Studies
History
Political Science
Liberal Arts and Sciences: Life Science
Biology
Liberal Arts and Sciences: Life Science
Ecology
Liberal Arts and Sciences: Physical Science
Chemistry
Liberal Arts and Sciences: Physical Science
Physics
Psychology
Nursing
Nursing
FACT BOOK 2012-2013
TRANSFER STUDY
93
TRANSFER STUDY
TOP 20 TRANSFER COLLEGES
A total of 12,027 students were enrolled at Middlesex Community College in credit coursework during the fall
2011 and/or spring 2012 semesters. As of June 27, 2013, 2,200 of these students had transferred to 294 different
institutions of higher education. Many students transferred to more than one college, bringing the total number of
transfer admissions to 2,353. Included in the number of students who transferred are students who are enrolled at
Middlesex Community College and another institution concurrently.
Transfer Colleges
University of Massachusetts at Lowell
Number Transferred
751
Northern Essex Community College
183
102
University of Massachusetts Boston
91
Bunker Hill Community College
70
University of Massachusetts at Amherst
63
Southern New Hampshire University
45
38
North Shore Community College
37
Northeastern University
35
Mount Wachusett Community College
35
33
Massachusetts College of Pharmacy
31
Boston University
30
Suffolk University
29
Lawrence Memorial Hospital, School of Nursing
26
Rivier University
20
Lesley University
19
Massachusetts Bay Community College
18
Merrimack College
18
Fisher College
18
Nashua Community College
18
Bentley University
18
FACT BOOK 2012-2013
94
TRANSFER STUDY
TOP 10 BACCALAUREATE DEGREE PUBLIC AND PRIVATE TRANSFER
COLLEGES
Top 10 Baccalaureate Degree Massachusetts Public Transfer Colleges
University of Massachusetts Lowell
University of Massachusetts Amherst
Westfield State University
Worcester State University
University of Massachusetts Dartmouth
Bridgewater State University
Top 10 Baccalaureate Degree Private Transfer Colleges
Boston University
Suffolk University
Rivier College
Lesley University
Bentley University
Fisher College
Merrimack University
*Source: The National Student Clearinghouse Student Tracker System, June 27, 2013
FACT BOOK 2012-2013
TRANSFER STUDY
95
TRANSFER STUDENTS BY PROGRAM 2011-2012
Not MCC
Graduates
1
MCC
Graduates
5
All
Transfers
6
Biotechnology
20
20
40
Biotechnology Certificate
0
1
1
Bus Admin-Transfer Accelerated
2
2
4
Business Admin - Transfer
134
114
248
Business Admin - Accounting
12
3
15
Business Admin - Career General
38
11
49
Business Admin - Hospitality Management
7
4
11
Computer Aided Design Technology
1
1
2
13
10
23
25
17
42
Criminal Justice - Transfer
37
28
65
Computer Aided Design Day
2
0
2
Computer Forensics
8
5
13
Computer Science
29
6
35
9
2
11
1
0
1
Culinary Arts
3
1
4
1
0
1
Dental Assisting
2
1
3
Dental Hygiene
2
2
4
0
1
1
Direct Support Certificate in Human Service
1
0
1
21
6
27
19
8
27
3
1
4
16
12
28
0
1
1
Energy Utility Technology Certificate
0
1
1
Engineering Science
62
27
89
6
2
8
Fine & Performing Arts - General
3
0
3
Fine & Performing Arts - Fine Arts
5
1
6
Fine & Performing Arts - Music
3
0
3
Program
Alcohol/Substance Abuse Certificate
FACT BOOK 2012-2013
96
TRANSFER STUDY
Not MCC
Graduates
12
MCC
Graduates
6
All
Transfers
18
3
0
3
Human Services
14
2
16
11
7
18
Liberal Arts - Communication
29
6
35
Liberal Arts - Global Studies
5
1
6
Liberal Arts - Life Science
31
7
38
Liberal Arts - Psychology
57
24
81
Liberal Arts - World Languages
7
1
8
Liberal Arts & Sciences
211
95
306
Liberal Arts- Physical Science
20
4
24
Liberal Studies
369
85
454
3
6
9
10
1
11
1
0
1
27
3
30
LS Aviation Maintenance Technology
0
2
2
LS Building Construction Technology
1
0
1
LS Environmental Health
10
0
10
LS IT General Studies Concentration
4
0
4
LS IT Transfer Concentration
8
6
14
LS Paralegal Transfer
5
8
13
Medical Assisting
0
2
2
0
1
1
0
1
1
Medical Receptionist Certificate
1
0
1
NECCUM Student
19
1
20
1
1
2
Nursing Day
6
13
19
Nursing Evening
2
8
10
2
1
3
Paralegal Studies
1
2
3
Performing Arts - Music Concentration
5
3
8
Performing Arts - Theatre Concentration
1
0
1
Phlebotomy Certificate
0
1
1
1
2
3
Program
FACT BOOK 2012-2013
TRANSFER STUDY
Not MCC
Graduates
2
MCC
Graduates
0
All
Transfers
2
2
1
3
Undecided
374
16
390
Total
1743
610
2353
Program
Studio Arts Certificate
97
FACT BOOK 2012-2013
98
TRANSFER STUDY
TRANSFER STUDENTS BY RACE/ETHNICITY 2011-2012
Percent
Fall 2011
Transfer
Students
Students*
Fall 2011**
1%
<1%
Not
MCC
Graduate
MCC
Graduate
All
Transfers
Non Resident Alien
12
3
15
161
39
200
7%
9%
American Indian/Alaska Native
3
3
6
<1%
<1%
Native Hawaiian/Other Pacific Islander
1
0
1
0%
0%
Asian
124
73
197
11%
9%
Hispanic/Latino
247
72
319
17%
15%
White
1153
418
1571
70%
74%
Two or More Races
31
2
33
2%
2%
Unreported/Declined
11
0
11
<1%
<1%
1570
568
2138
100%
100%
Race/Ethnicity
Total
**Source: The National Student Clearinghouse Student Tracker System, June 27, 2013
FACT BOOK 2012-2013
TRANSFER STUDY
99
TRANSFER COLLEGES 2011-2012
Abilene Christian University
Not MCC
Graduates
1
MCC
Graduates
0
All
Transfers
1
Academy of Art University
1
0
1
Allan Hancock College
1
0
1
Allegheny College
1
0
1
American Auto Institute
1
0
1
American International College
2
0
2
American University
1
0
1
Anna Maria College
3
4
7
Antelope Valley College
1
0
1
Arizona State University
2
1
3
Assumption College
2
0
2
Averett University
1
0
1
Bay Path College
4
3
7
Bay State College
4
1
5
Becker College
1
2
3
Bellevue College
0
1
1
Belmont College
1
0
1
Belmont University
1
1
2
Benjamin Franklin Institute of Technology
1
0
1
Bentley University
13
5
18
Berkeley College
1
0
1
Boston College
2
0
2
Boston University
8
22
30
Brandeis University
3
0
3
Brevard College
1
0
1
Bridgewater State University
8
2
10
Bristol Community College
7
0
7
Broward College
1
0
1
Brown University
1
0
1
Bryant University
1
0
1
Bunker Hill Community College
65
5
70
California State University - Monterey Bay
1
0
1
Cambridge College
4
2
6
Cape Cod Community College
1
0
1
College or University
FACT BOOK 2012-2013
100
TRANSFER STUDY
Not MCC
Graduates
MCC
Graduates
All
Transfers
Cape Fear Community College
1
0
1
Caribbean University
1
0
1
Carteret Community College
1
0
1
Castleton State College
1
0
1
Cedarville University
1
0
1
Central Community College - Columbus
1
0
1
Central Texas College-Traditional
1
0
1
Chamberlain College of Nursing
0
2
2
Champlain College
2
3
5
Chandler/Gilbert Community College
1
0
1
Chestnut Hill College
1
0
1
City College of San Francisco
1
0
1
Clarion University of Pennsylvania
1
0
1
Clark University
1
0
1
Clayton State University
1
0
1
Clovis Community College
1
0
1
Colby Sawyer College
3
0
3
College America
1
0
1
College of Coastal Georgia
1
0
1
College of Dupage
1
0
1
College of Southern Nevada
0
1
1
Columbia College Chicago
4
0
4
Community College of Allegheny County
1
0
1
Community College of Baltimore County
1
0
1
Community College of Rhode Island
2
0
2
Community College Of The Air Force
2
0
2
Connecticut College
1
0
1
Cornell University
1
1
2
Culinary Institute of America
1
0
1
CUNY Borough of Manhattan
1
0
1
CUNY LaGuardia Community College
1
0
1
Curry College
5
1
6
Daniel Webster College
4
1
5
Dean College
1
1
2
Denison University
1
0
1
Devry University
1
0
1
Eastern Connecticut State University
1
0
1
Eastern Maine Community College
1
0
1
Eastern Nazarene College
3
0
3
Edison State College
1
0
1
FACT BOOK 2012-2013
TRANSFER STUDY
101
Not MCC
Graduates
1
MCC
Graduates
0
All
Transfers
1
Emerson College
4
2
6
Emmanuel College
8
2
10
Endicott College
6
1
7
Essex County College
1
0
1
Everest College - Chelsea
2
0
2
Everest Institute - Brighton
5
0
5
Everest Institute - Norcross
1
0
1
Everest University
2
0
2
Excelsior College
5
0
5
Fisher College
16
2
18
21
17
38
Florida Atlantic University
1
0
1
Fort Lewis College
1
0
1
19
14
33
Franklin Pierce University
1
1
2
Fullerton College
1
0
1
Gateway Community College
1
1
2
Geneva College-Traditional
1
0
1
George Mason University
1
0
1
Georgia Gwinnett College
1
0
1
Gordon College
3
0
3
Goucher College
1
0
1
Grand Canyon University
0
1
1
Granite State College
3
0
3
Great Basin College
1
0
1
Great Bay Community College
2
0
2
Green Mountain College
2
0
2
Greenfield Community College
2
0
2
Grove City College
1
0
1
Gulf Coast State College
1
0
1
Hampshire College
1
0
1
Harrisburg Area Community College
1
0
1
Harvard University - Continuing Ed
6
1
7
Henry Ford Community College
1
0
1
Herzing University - Online
1
0
1
Hesser College - Manchester
1
0
1
Hesser College - Salem
9
1
10
Hesser College - Nashua
6
0
6
Hillsborough Community College
1
0
1
Elmira College
FACT BOOK 2012-2013
102
TRANSFER STUDY
Not MCC
Graduates
1
MCC
Graduates
0
All
Transfers
1
Holyoke Community College
5
0
5
Horry-Georgetown Technical College
1
0
1
Houghton College
1
0
1
Houston Community College
1
0
1
Hunter Business School
1
0
1
Ithaca College
1
0
1
ITT Technical Institute
5
0
5
Jacksonville State University
1
0
1
Jacksonville University
1
0
1
Jefferson College
1
0
1
John Tyler Community College
1
0
1
Johnson & Wales University
10
0
10
Johnson State College
3
0
3
Kansas State University
1
0
1
Kaplan University
0
1
1
Keene State College
2
0
2
Laboure College
5
0
5
Lakes Region Community College
4
0
4
Landmark College
1
0
1
Lansing Community College
1
0
1
Lasell College
1
1
2
Lawrence Memorial Hospital, School of Nursing
25
1
26
Lesley University
18
1
19
Liberty University
4
0
4
Lock Haven University - Grads
1
0
1
Los Angeles City College
1
0
1
Loyola University Maryland
1
0
1
Lynchburg College
1
0
1
Lyndon State College
2
0
2
Manchester Community College
5
0
5
Massachusetts Bay Community College
16
2
18
Massachusetts College of Art
8
1
9
Massachusetts College of Liberal Arts
0
1
1
Massachusetts Maritime Academy
Massasoit Community College
Mercy College
Mercyhurst University
30
9
6
1
1
1
0
1
0
0
31
9
7
1
1
Merrimack College
16
2
18
Hofstra University
FACT BOOK 2012-2013
TRANSFER STUDY
MGH Institute of Health Professions
Miami University
103
Not MCC
Graduates
12
MCC
Graduates
1
All
Transfers
13
1
0
1
1
1
Milwaukee Institute of Art & Design
Montclair State University
1
0
1
Mount Ida College
4
1
5
Mount Wachusett Community College
34
1
35
Mt. Hood Community College
1
0
1
Musicians Institute
1
0
1
Nashua Community College
17
1
18
Nassau Community College
1
0
1
New England College-Semesters
1
0
1
New England Institute of Technology
3
0
3
New England School of Law
1
0
1
New York Chiropractic College
1
0
1
New York University
2
0
2
Newbury College
1
0
1
NHTI - Concord's Community College
3
1
4
Nichols College
1
1
2
North Shore Community College
34
3
37
25
10
35
Northern Essex Community College
177
6
183
Northern Kentucky University
1
0
1
Northern Virginia Community College
2
0
2
Northwood University
1
0
1
Norwich University - Grads (January)
1
0
1
Oberlin College
1
0
1
Pacific Union College
1
0
1
Palomar College
2
0
2
Park University
2
0
2
Passaic County Community College
1
0
1
Pennsylvania College of Technology
1
0
1
Pennsylvania State University
0
1
1
Pikes Peak Community College
1
0
1
Pitzer College
1
0
1
Plymouth State University
8
0
8
Portland Community College
1
0
1
Providence College
1
0
1
Quincy College
5
0
5
Quinsigamond Community College
14
1
15
Raritan Valley Community College
1
0
1
FACT BOOK 2012-2013
104
TRANSFER STUDY
Not MCC
Graduates
8
MCC
Graduates
3
All
Transfers
11
Rensselaer Polytechnic Institute
1
1
2
Rivier University
16
4
20
Rochester Institute of Technology
2
0
2
Roger Williams University
1
1
2
Rollins College
1
0
1
Roxbury Community College
4
0
4
Rutgers -The State University of NJ - New Brunswick
1
0
1
Sacred Heart University
1
0
1
Saint Anselm College
1
0
1
Saint Michaels College
2
0
2
58
44
102
Salve Regina University
1
0
1
San Francisco State University
1
0
1
Santa Barbara City College
1
0
1
Santa Monica College
1
0
1
Savannah Technical College
1
0
1
Shoreline Community College
1
0
1
Simmons College
7
1
8
Skagit Valley College
1
0
1
Southern Adventist University
1
0
1
Southern Maine Community College
1
0
1
24
22
46
Southwest Skill Center-Campus of Estrella Mountain
Southwest Tennessee Community College
1
1
0
0
1
1
Southwestern Adventist University
1
0
1
Springfield College
3
0
3
Springfield Technical Community College
0
1
1
St Cloud State University
1
0
1
St John’s University
2
0
2
St Lawrence University
1
0
1
State College of Florida Manatee-Sarasota
1
0
1
State University of New York New Paltz
Stonehill College
Suffolk University
1
3
20
0
0
9
1
3
29
SUNY Binghamton
1
0
1
SUNY College Oneonta
1
0
1
SUNY Downstate Health Science Center
1
0
1
SUNY Erie Community College
1
0
1
SUNY Fashion Institute Of Technology
1
0
1
Regis College
FACT BOOK 2012-2013
TRANSFER STUDY
105
Not MCC
Graduates
1
MCC
Graduates
0
All
Transfers
1
Syracuse University
3
0
3
Tarrant County College
1
0
1
Temple College
1
0
1
The Evergreen State College
1
1
2
Thomas Nelson Community College
1
0
1
Three Rivers Community College
1
0
1
Tidewater Community College
1
0
1
Trinity College
1
0
1
Truckee Meadows Community College
1
0
1
Tufts University
3
0
3
Unity College
1
1
2
Universidad Del Turabo
2
0
2
University at Albany, SUNY
1
0
1
University of Alabama
1
0
1
University of Bridgeport
0
1
1
University of Central Oklahoma
1
0
1
University of Detroit Mercy
1
0
1
University of Hartford
1
0
1
University of Maine Machias
1
0
1
University of Maine, Augusta
1
1
2
University of Maine, Orono
3
0
3
University of Maryland
2
0
2
University of Massachusetts Amherst
41
22
63
58
33
91
University of Massachusetts Lowell
446
305
751
University of Massachusetts Dartmouth
11
0
11
University of Nevada Las Vegas
1
0
1
University of New England
2
0
2
University of New Hampshire
12
2
14
University of North Carolina, Asheville
0
1
1
University of North Carolina, Wilmington
University of Phoenix
1
7
0
1
1
8
University of Pittsburgh
2
0
2
University of Rochester
1
0
1
University of South Florida
0
1
1
University of Southern California
1
0
1
University of Southern Maine
3
0
3
University of Tampa
2
0
2
SUNY Orange County Community College
FACT BOOK 2012-2013
106
TRANSFER STUDY
Not MCC
Graduates
1
MCC
Graduates
0
All
Transfers
1
University of Virginia
1
0
1
Utah State University
1
0
1
Vincennes University
1
0
1
Virginia Commonwealth University
1
0
1
Volunteer State Community College
1
0
1
Walters State Community College
1
0
1
Washington University
1
0
1
Webster University
1
0
1
Wellesley College
0
3
3
Wentworth Institute of Technology
3
0
3
Western Connecticut State University
1
0
1
Western New England University
1
0
1
Westfield State University
14
2
16
Wheaton College
2
1
3
Wheelock College
4
1
5
White Mountains Community College
1
0
1
Williston State College
1
0
1
Worcester Polytechnic Institute
2
0
2
Worcester State University
8
6
14
York Technical College
1
0
1
1743
610
2353
University of Utah
Total
*Source: The National Student Clearinghouse Student Tracker System, June 27, 2013
FACT BOOK 2012-2013
EMPLOYEE PROFILE
107
EMPLOYEE PROFILE
FULL TIME FACULTY BY HIGHEST DEGREE LEVEL
The majority of full-time faculty at Middlesex (75%) holds master’s degree, and 18% have earned doctoral degrees.
100%
75%
75%
50%
18%
25%
6%
2%
0%
Doctoral Degree
Highest Degree Level
Master Degree
Bachelor Degree
Associate Degree
Number of Faculty
Doctoral Degree
22
Master Degree
91
Bachelor Degree
7
Associate Degree
2
Total
122
Source: 2012-13 Human Resources Data. Only includes faculty teaching credit courses.
FACT BOOK 2012-2013
108
EMPLOYEE PROFILE
FULL TIME FACULTY BY GENDER AND ACADEMIC RANK
The majority of full-time faculty at Middlesex (73%) are full professors (tenured); 15% are assistant professors; and
6% are associate professors.
100%
75%
73%
50%
25%
15%
6%
0%
0%
Instructors
Lecturers
6%
0%
Professor
Rank
Associate
Professor
Assistant
Professor
AY0809
AY0910
No academic
rank
AY1011
AY1112
M
F
M
F
M
F
M
F
Professor
32
51
32
58
36
62
36
59
Associate Professor
7
24
7
15
4
10
2
6
Assistant Professor
2
6
1
6
4
9
6
13
Instructors
0
0
0
0
0
0
0
0
Lecturers
0
0
0
0
0
0
0
0
No academic rank
7
5
7
6
4
4
3
5
Total
48
86
47
85
48
85
47
83
*Source: IPEDS Human Resources Data, Human Resources
FACT BOOK 2012-2013
EMPLOYEE PROFILE
109
FULL TIME FACULTY BY RACE/ETHNICITY
The number of full-time faculty has decreased from 134 in the AY0809 to 130 in AY1112. The percentage of
minority full-time faculty has increased from 15% in AY0809 to 16% in AY1112.
100%
89%
75%
50%
25%
7%
5%
5%
Hispanic
Asian
Black/African
American
1%
0%
White
Race/Ethnicity
American
Indian/Alaskan
Native
AY0809
AY0910
AY1011
AY1112
Non Resident Alien
0
0
0
0
7
6
6
6
American Indian/Alaska native
1
1
1
1
Asian
4
4
6
6
Hispanic/Latino
8
9
8
8
114
112
112
109
Two or More Races
0
0
0
0
Race/Ethnicity Unreported
0
0
0
0
134
132
133
130
White
Total
*Source: IPEDS Human Resources Data. New IPEDS categories went into effect in 2009.
FACT BOOK 2012-2013
110
EMPLOYEE PROFILE
FULL TIME FACULTY BY GENDER AND RACE/ETHNICITY
Women make up 64% of full-time faculty. There are more female full-time faculty members in the White, Hispanic,
and Asian ethnic categories.
100%
80%
Women
Men
60%
39%
40%
43%
20%
6%
0%
1% 0%
1% 3%
2% 4%
Asian
Hispanic/Latino
0%
Black/African
American
American
Indian/Alaska
Native
White
Non Resident Alien
AY0809
M
F
0
0
AY0910
M
F
0
0
AY1011
M
F
0
0
AY1112
M
F
0
0
6
1
6
0
6
0
6
0
1
0
1
0
1
0
1
0
Asian
1
3
1
3
1
5
1
5
Hispanic/Latino
2
6
2
7
2
6
2
6
White
38
76
37
75
38
74
37
72
Two or More Races
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Total
48
86
47
85
48
85
47
83
Race/Ethnicity
FACT BOOK 2012-2013
EMPLOYEE PROFILE
111
PART TIME FACULTY BY GENDER AND RACE/ETHNICITY
In AY1112 there were 460 part-time faculty, compared to 473 in AY0910.
100%
81%
75%
50%
25%
11%
3%
2%
Hispanic/Latino
Asian
1%
1%
0%
White
Unknown
Black/African
American
American
Indian/Alaska
Native
Race/Ethnicity
AY0809
M
F
AY0910
M
F
AY1011
M
F
AY1112
M
F
Non Resident Alien
0
0
0
0
0
0
0
0
1
3
2
4
1
3
4
2
0
1
0
0
2
1
2
2
Asian
3
5
1
7
3
8
3
8
Hispanic/Latino
3
3
3
5
4
5
5
11
White
160
229
163
233
144
232
141
233
Two or More Races
13
12
0
0
9
8
0
0
14
15
28
27
19
29
21
28
Total
194
268
197
276
182
286
176
284
*Source: IPEDS Human Resources Data
FACT BOOK 2012-2013
112
EMPLOYEE PROFILE
FULL TIME (NON INSTRUCTIONAL) STAFF BY GENDER AND
RACE/ETHNICITY
In AY1112, there were 333 full-time non-instructional staff members, compared to 293 in AY0809. Nineteen
percent of full-time staff are ethnic minorities.
100%
81%
75%
50%
25%
9%
5%
5%
Black/African
American
Asian
0%
White
Hispanic/Latino
Non Resident Alien
AY0809
M
F
0
0
AY0910
M
F
0
0
AY1011
M
F
0
0
AY1112
M
F
0
0
8
6
8
6
8
7
9
8
Native Hawaiian or Other Pacific Islander
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
Asian
6
9
6
9
6
9
6
10
Hispanic/Latino
6
13
4
16
4
18
7
23
White
71
174
70
177
71
175
79
191
Two or More Races
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Total
91
202
88
209
89
209
101
232
Race/Ethnicity
FACT BOOK 2012-2013
EMPLOYEE PROFILE
113
PART TIME (NON INSTRUCTIONAL) STAFF BY GENDER AND
RACE/ETHNICITY
In AY1112, there were 336 part-time non instructional staff members, compared to 252 in AY0809. Twenty-one
percent of part-time staff are ethnic minorities.
100%
75%
71%
50%
25%
10%
8%
8%
Asian
Unknown
3%
0%
White
Hispanic
Black/African
American
M
AY0809
F
M
AY0910
F
M
AY1011
F
M
F
Non Resident Alien
1
2
1
1
1
0
0
0
5
2
4
2
3
10
3
6
0
0
0
0
1
0
0
0
Asian
7
8
6
7
5
8
12
15
Hispanic
16
12
13
19
12
17
13
21
White
45
140
56
114
61
109
79
161
Two or more races
1
2
0
0
2
1
0
0
2
9
4
12
10
12
8
18
Total
77
175
84
155
95
157
115
221
Race/Ethnicity
AY1112
FACT BOOK 2012-2013
114
FINANCE DATA
FINANCE DATA
TUITION AND FEE RATES
Tuition & Fees
FY2010
FY2011
FY2012
FY2013
FY2014
Massachusetts Residents
Tuition per credit
Fee per credit
Total Tuition & Fee per credit
24
126
150
24
136
160
24
146
170
24
152
176
24
152
176
Non MA New England Residents
Tuition per credit
Fee per credit
36
126
162
36
136
172
36
146
182
36
152
188
36
152
188
Residents Outside New England & International
Tuition per credit
Fee per credit
230
126
356
230
136
366
230
146
376
230
152
382
230
152
382
Student Services Charge (if enrolled in 6 or more credits)
25
25
25
25
25
Student Placement Testing Fee
50
50
50
50
50
100
100
100
100
100
50
50
50
866
928
1049
1603
60
60
500
500
150
150
150
150
100
100
100
100
Other Charges
Technology/Lab Charge for specialized courses (Per
Course with maximum of $300)
RAMP-UP Math Course Fee
Student Health Insurance**
840
Nursing Program Resource Fee
Diagnostic Medical Sonography Resource Fee – 1st year
nd
Diagnostic Medical Sonography Resource Fee – 2 year
Liability Insurance for Students in Health Programs
15
15
15
15
15
Liability Insurance for Students in EMT 100 course
65
65
65
65
65
In Progress Course Fee (Flexible Studies)
75
75
75
75
75
MassPirg Fee**
9
9
9
9
9
Transcript Fee (each)
2
2
2
2
2
30
30
30
30
30
Graduation Fee
*Based on fiscal year
FACT BOOK 2012-2013
**Can be waived ***Source: MCC Student Accounts Office
FINANCE DATA
115
SOURCES OF STUDENT FINANCIAL AID
Financial Aid consists of State, Federal and Institutional Scholarships; State Grants and Tuition Waivers; Federal
Programs such as Grants and Work Study; and State, Federal and Private Loans. Financial Aid Data for FY 2013
shows that as of July 15, 2013, Middlesex Community College disbursed $21,011,360 in financial aid to its students.
The Financial Aid Office has worked to reduce the loan burden of its students. In FY 2009, loans made up 31% of
financial aid awarded, compared to 27% in FY 2013.
FINANCIAL AID AWARDS DISBURSED
100%
75%
69%
69%
71%
31%
31%
29%
FY 2009
FY 2010
FY 2011
70%
73%
50%
30%
27%
25%
0%
FY 2012
FY 2013
Grants, Scholarships, & Work Study as Percent of Financial Aid
Loans as a Percent of Financial Aid
Financial Aid Awards 2013
Middlesex Community College Institutional Scholarships
Massachusetts Grants, Need Based Tuition Waivers, Scholarships
Federal Grants, Scholarships
Other Grants, Scholarships, and Work Study
2,429,661
11,888,198
232463
5,661,038
Loans
21,011,360
Total Financial Aid
*As of July 15, 2013
800,000
**Source: MCC Financial Aid Office
FACT BOOK 2012-2013
116
FINANCE DATA
FINANCIAL AID APPLICANTS AND AWARDS
Students are coming to the college with greater financial hardship. In FY 2013, 7044 of enrolled students applied for
financial aid, a 45% increase from FY 2009.
The percentage of students receiving financial aid of the entire student population increased from 34% in FY 2009
to 46% in FY 2013.
100%
75%
50%
34%
38%
41%
FY 2010
FY 2011
45%
46%
FY 2012
FY 2013
25%
0%
FY 2009
Financial Aid Applicants/Awards
FY2009
FY2010
FY2011
FY2012
FY2013
Annual Credit Students
12095
12919
13267
13364
13254
Applicants
4857
6064
6524
6909
7044
Applicants Awarded
4103
4971
5419
5992
6149
FACT BOOK 2012-2013
FINANCE DATA
117
FINANCIAL AID GRANTS, SCHOLARSHIPS, & WORK STUDY 2009-2013
Grants, Scholarships, and Work
Study
FY2009
FY2010
FY2011
FY2012
FY2013
Completion Incentive Grant Fund
0
0
0
0
153,600
High Demand Scholarship
0
0
0
0
58,000
Mass Educational Rewards
0
13,500
0
0
0
New Hampshire State Incentive
Program
2,812
0
0
0
0
Rhode Island State Scholarship
470
0
0
0
0
50,174
19,145
3,960
5,400
9,350
0
0
5,000
0
0
Energy Utility Tech
Scholarship/Grant
16,247
7,200
7,800
0
0
TRIO Student Success Grant
25,000
45,650
15,000
15,000
14,688
Para-Prof Teacher Prep Grant
6,500
11,000
10,000
3,750
6,250
TRIO Program for Student
Achievement Scholarship
10,000
30,650
10,000
10,000
10,000
Early Childhood Ed Scholarship
26,250
30,000
31,190
46,250
43,500
John and Abigail Adams Scholarship
30,612
38,249
39,642
46,518
43,294
3,442
39,730
36,822
51,908
57,705
Gear Up
102,001
56,450
77,619
83,519
100,745
Part-Time Grant
155,000
114,550
85,000
73,000
52,300
14,950
91,534
85,588
0
0
Federal Work Study
151,520
162,832
128,203
129,711
148,984
Federal SEOG Grant
154,155
155,853
160,457
195,985
198,879
Need Based Tuition Waiver
371,002
371,002
371,002
474,713
532,647
MASS Grant
264,025
451,145
517,232
537,884
460,589
MCC Safety Net Scholarship
498,474
600,000
600,000
700,000
800,000
Massachusetts Cash Grant
970,437
776,215
776,350
872,868
969,386
5,527,290
9,300,990
10,855,453
11,565,463
11,664,631
Foster Child Grant
Mass Christian Herter Scholarship
MCC Foundation Scholarship
(Calendar Year)
Academic Competitiveness Grant
Federal Pell Grant
Total Grants, Scholarships, and
8,380,361
12,315,705
13,816,308
14,811,969
Work Study
* Financial Aid Data for FY 2013 shown as of July 15, 2013 **Source: MCC Financial Aid Office
15,350,222
FACT BOOK 2012-2013
118
FINANCE DATA
STUDENT LOANS FY 2009-FY 2013
Student Loans
FY 2009
FY 2010
FY 2011
FY 2012
FY 2013
Federal Perkins Loan
88,669
33,611
42,505
17,550
32,800
Fed Parent Loan for Student
29,174
24,806
49,487
59,566
7,200
Federal Subsidized Stafford Loan
1,243,015
2,020,593
2,205,177
2,709,704
2,388,855
Federal Unsubsidized Stafford Loan
2,295,565
3,257,286
3,180,998
3,433,227
2,963,215
8,000
64,266
59,908
27,583
33,642
91,444
113,855
168,274
241,598
235,326
3,755,867
5,514,417
5,706,349
6,489,228
5,661,038
Mass Ed Finance Auth MEFA
Alternative Loans
Total Loans
* Financial Aid Data for FY 2013 shown as of July 15, 2013
FACT BOOK 2012-2013
**Source: MCC Financial Aid Office
FINANCE DATA
119
FOUNDATION SCHOLARSHIPS
Over the years, the Middlesex Community College has created a Scholarship Fund that assists a growing number of
MCC students reach their educational goals. Scholarships are awarded annually to deserving students from all walks
of life, based on a variety of criteria, especially academic merit and financial need. In calendar year 2012, a total of
$111,005 was awarded.
Forty six percent of Middlesex students now receive financial aid. Considering the current economic climate, we
expect our students will be facing an increasing need for financial assistance.
The MCC Foundation, in association with a variety of organizations and individuals makes available many
scholarship awards. These awards ranged in value from $500 to $2,000 for students enrolled full time in 2012.
MCC Foundation Scholarships
Emily Boudrot Memorial Scholarship
Middlesex Community College Foundation Merit
Award
Robert Cataldo Scholarship
Robert Minue Memorial Scholarship
Celebrity Forum Scholarship
New England Woodcarvers (NEWC) Scholarship
John Michael Delehanty Memorial Scholarship
North East Association of Realtors Scholarship
Geraldine B. Deragon Scholarship Fund
Thomas O’Mahony “Spirit of Excellence Award”
Keri-Lyn (Gleason) Farley Scholarship
Securitas Security Scholarship
Kim Forte Memorial Scholarship
Lura Smith Scholarship
Catherine L. Goodwin Memorial Scholarship
Verena Stair Memorial Scholarship
The Muriel G. Hervey Memorial Scholarship
Paul Sullivan Scholarship
Mavis Leno Scholarship
Support Staff Scholarship
Lexington-Concord Chapter of the Armed Forces
Communications & Electronics Association (AFCEA)
Scholarship
Judith Tarutz Scholarship
Charles and Olga Malvers Memorial Scholarship
Shirley W. Thidemann Memorial Scholarship
Markowicz-Dundorf Scholarship
Collegiate TRIO Programs Scholarship
Roger Melanson Memorial Scholarship
Unitas Scholarship
FACT BOOK 2012-2013
120
FINANCE DATA
BUDGET TREND FY2009–FY2013
FY2009
FY2010
FY2011
FY2012
FY2013
21,705,485
23,959,524
28,134,406
30,397,092
31,973,797
Admin & Facility Use
289,125
730,360
730,360
730,360
730,360
Safety Net Scholarship
500,000
600,000
600,000
700,000
800,000
All College Purpose Trust
380,000
380,000
390,000
395,000
395,000
42,000
50,000
50,000
50,000
50,000
22,916,610
25,719,884
29,904,766
32,272,452
33,554,157
Maintenance Account
18,960,580
15,460,360
17,238,156
17,121,183
17,711,183
Mass. Ed. Oppor. Prg.
85,150
66,000
51,366
0
0
168,292
168,292
I. Local Trust Funds
Institutional Support
Graduation
Sub-Total Local Funds
II. State/Federal Budget Appropriations
Tuition Retention
Federal Stimulus Funds
0
5,736,787
1,449,605
0
0
Sub-Total State/Fed Funds
19,045,730
21,263,147
18,739,127
17,289,475
17,879,475
Grand Total Local & State & Fed Funds
41,962,340
46,983,031
48,643,893
49,561,927
51,433,632
Source: MCC Budget Director
FACT BOOK 2012-2013
FINANCE DATA
121
THE ANNUAL FUND
In recent years, the Commonwealth of Massachusetts has provided less than half of the college’s annual operating
budget. Realizing that Middlesex needed additional private funding to fulfill its institutional goals, the MCC
Foundation launched the Annual Fund in 2006. Through the generosity of alumni, friends, faculty, staff and area
businesses, the Annual Fund Appeal has provided funding for many faculty and staff projects. The MCC Foundation
Annual Fund Campaign allows Middlesex to secure unrestricted funds to support innovation and emerging needs
maximize eligibility for state matching funds, reach out to those who want to support the college, and meet grantproposal criteria regarding participation levels for faculty and staff giving. Every penny raised through the Annual
Fund is directly applied to college initiatives. 2013 Annual Fund Grant Awards were:
Enhancing Science Teaching with Technology
Submitted by Iveta Dinbergs (Science)
$1,800
Student Emergency Fund
Submitted by Pam Flaherty (Student Affairs)
$1,800
Global Entrepreneurship Week
Submitted by Luciano Sappia (Business)
$1,800
Early College High School FYE Course
Submitted by Kim Burns (K-16 Partnerships)
$1,839
DECA Collegiate Chapter Advisor Training
Submitted by Deborah Walsh (Business)
$1,900
Enhancing Learning with Probe Technology Tutor
Submitted by Jane Morrison (Science)
$2,500
Enhancing the Ergonomics of DMS Graduates
Submitted by Jane Morrison (Science)
$3,600
Carnegie Elective Community-Engagement Reclassification
Submitted by Cynthia Lynch (Service Learning)
$4,975
Faculty & Staff Development
Submitted by Mary Anne Dean (Staff Development)
$5,000
Latino Advancement Institute
Submitted by Pat Demaras (International & Multicultural Affairs)
$5,000
First-Year Experience Winter Retreat
Submitted by Paula Dias (Center for Leadership & Engagement)
$5,000
Pottery Wheels
Submitted by Margaret Swan (Art)
$5,000
Student Social Media Internship
Submitted by Melissa Welch (Center for Leadership & Engagement)
$5,000
**Source: MCC College Advancement
FACT BOOK 2012-2013
122
FINANCE DATA
GRANT FUNDING 2012-2013
AACU - Bridging Cultures to Form a Nation: Difference,
Community, and Democratic Thinking
This project creates learning experiences through humanities
content that will educate our diverse students to be people who
can effectively function at the intersections of cultures and
communities; involves 18 FT faculty and 37 PT faculty.
American Association
of Colleges and
Universities
Budget Direct $
Budget Indirect $
Total $
7,500
0
7,500
Quality Collaboratives: Assessing and Reporting Degree
Qualifications Profile Competencies in the Context of Transfer
Funds supports activities that create new practices, metrics,
reporting, mechanisms, and policy options that measure and
represent student learning competence on the range of learning
outcomes in the Degree Qualifications Profile document.
American Association
of Colleges and
Universities
Budget Direct $
Budget Indirect $
Total $
15,000
Aramark Health and Wellness Snack Grant - B.R.I.D.G.E. School
Funding supports purchase of in-school and after- school snacks
for B.R.I.D.G.E students who will also participate in a nutrition
education program that will include the selection of snacks.
Aramark Health and
Wellness
0
15,000
Budget Direct $
Budget Indirect $
Total $
2,500
0
2,500
Building Careers in Early Childhood- Region III Professional
Development Grant
Building Careers students receive academic advising, mentoring,
and career counseling as well as assistance in identifying
additional financial and academic resources and in transitioning
to MCC.
Department of Early
Education and Care
MCC-MCAS Pathways Program (academic year)
The MCAS Preparation Program, Pathways to Success
(Pathways), will be offered to 100 students from the Classes of
2003 - 2012 with the majority of the students to be served from
Lowell High School. Two, seven-week after school sections will be
offered.
Department of
Elementary and
Secondary Education
Perkins Career and Technical Education
Perkins Career and Technical Funds support a variety of college
programs, including academic tutoring, disability support
services, probation counselor, professional development for
faculty, and purchase of supplies and equipment to support
programs.
Lowell General Hospital - Rapid Response
Funding supports ESL Beginning - Advanced training for 75
enrollments at Lowell General Hospital.
Department of
Elementary and
Secondary Education
Budget Direct $
Budget Indirect $
Total $
48,056
0
48,056
Budget Direct $
Budget Indirect $
Total $
25,926
2,074
28,000
Budget Direct $
Budget Indirect $
Total $
270,550
13,527
284,077
Department of Higher
Education
Budget Direct $
Budget Indirect $
Total $
68,057
6,806
74,863
ABLE4STEM - Additional Funding to Support STEM Transfer
Funding supports 10 STEM students receiving a stipend of
$100/each to complete a research workshop at UMASS Lowell.
Education
Budget Direct $
Budget Indirect $
Total $
1,000
0
1,000
ABLE4STEM - Funding to Support STEM Transfer
Funds support stipends @$100 for 15 students to complete
research workshops at UMass Lowell.
FACT BOOK 2012-2013
Education
Budget Direct $
Budget Indirect $
Total $
1,500
0
FINANCE DATA
123
1,500
ABLE4STEM - STEM First-Year Experience Seminar
Two, three-credit First-Year Experience Learning Communities
for STEM students will be established. Both will include
Grappling with a Wicked Problem and First-Year Experience
combined with either Career Exploration or Service- Learning.
Education
P-16 Partnerships: Writing Across the Curriculum 503607
Funding supports Writing Across the Curriculum workshop for
high school teachers to explore ways to strengthen students'
writing in all courses.
Education
Budget Direct $
Budget Indirect $
Total $
2,500
Budget Direct $
Budget Indirect $
Total $
1,500
0
2,500
0
1,500
Vision Project – First-Year Experience - Year Two
The First-Year Experience project includes design and piloting of
four, one-credit high-impact practices courses: Freshman Seminar
Linked Learning Communities; Peer Mentoring and Leadership
Development; Service Learning; and Undergraduate Research.
Education
Vision Project - Supplemental Instruction - Year One
Funding supports implementation of a comprehensive redesign of
current college tutoring services in order to offer a Supplemental
Instruction (SI) program first in the Health and STEM Division
and then in other divisions.
Education
Massachusetts Community College and Workforce Development
Agenda
The MACCWDTA, a collaboration of the Massachusetts
community colleges delivers accelerated education and training
programs to 4,000 workers eligible for Trade Adjustment Act
Assistance. MCC will build capacity through new labs and
programs.
Department of Labor
Deshpande Grants - 2013
Funding includes $6,000 for Entrepreneur-in-Residence and
remainder for student support to begin or expand
entrepreneurship activities.
Deshpande Foundation
Budget Direct $
Budget Indirect $
Total $
35,151
0
35,151
Budget Direct $
Budget Indirect $
Total $
251,000
Budget Direct $
Budget Indirect $
Total $
437,005
0
251,000
21,850
458,855
Budget Direct $
Budget Indirect $
Total $
23,750
0
23,750
Linkages for Entrepreneurship Achievement Project Implementation Grant.
MCC is collaborating with Bristol Community College and
ENSETs Rabat and Mohammedia in Morocco to build the
capacity of the ENSETS to offer entrepreneurship education and
training. An implementation plan will be developed during the
planning phase.
Higher Education
Development
CDBG - Out of School Youth
Funding supports 15 students to complete GED studies and four
of these students to complete CNA/HHA training.
HUD Community
Development Block
Grants
Budget Direct $
Budget Indirect $
Total $
158,185
4,526
162,711
Budget Direct $
Budget Indirect $
Total $
7,500
0
7,500
Lowell High School - SCORE Project
This project supports a peer mediation program at Lowell High
School.
Lowell High School
Budget Direct $
Budget Indirect $
Total $
35,000
0
35,000
FACT BOOK 2012-2013
124
FINANCE DATA
Bridge Alternative Middle School
Funding supports operational costs of middle school.
Lowell Public Schools
Budget Direct $
Budget Indirect $
Total $
842,063
0
842,063
Northeast Regional Readiness Center- College Access Project
A collaboration of Middlesex, Merrimack, North Shore, Northern
Essex, Salem State and UMass-Lowell, the college access grant
provides services to students and parents to increase the number
of low-income students enrolling and persisting in college.
Massachusetts Board
of Higher
Education
Americorp VISTA MCC/Lowell Public School Liaison
The VISTA worker served as the MCC/Lowell Public School
Service-Learning/Student Engagement Liaison (Liaison). The
liaison facilitated placements of MCC students into servicelearning and other activities to improve academic outcomes for
LPS students.
Massachusetts
Campus Compact
Adult Community Learning Center
Adult Basic Education program provides ABE and GED
instruction to students through the Adult and Community
Learning Center located on the Bedford campus.
Massachusetts
Department of
Education
Budget Direct $
Budget Indirect $
Total $
92,593
7,407
100,000
Salary paid by MA
Campus Compact
Budget Direct $
Budget Indirect $
Total $
155,743
12,459
168,202
Health Career Pathways
This project will support recruitment of students qualifying for
Adult Learning Center programs to participate in a pilot hybrid
online program aimed at preparing them to enter college-level
health career programs.
Massachusetts
Department of
Education
MCC -MCAS Partnership (summer program)
MCC offers an academic support services program for a total of
50 students from area high schools, including Lowell, Greater
Lowell Technical, and Lawrence High School.
Massachusetts
Department of
Education
Budget Direct $
Budget Indirect $
Total $
25,609
2,044
27,653
Budget Direct $
Budget Indirect $
Total $
10,185
815
11,000
Transition Program (LINKS) 503182
LINKS provides an opportunity for adults with a GED or an
external diploma who lack some academic and/or study skills, or
those who have not been in an academic setting recently, to
succeed in college through some cohort instruction and case
management.
Massachusetts
Education
Dual Enrollment Program
Dual Enrollment enables high school students to enroll in college
courses and receive academic credit for successful completion.
Massachusetts
Department of Mental
Retardation
Budget Direct $
Budget Indirect $
Total $
76,852
6,148
83,000
Budget Direct $
Budget Indirect $
Total $
38,023
0
38,023
Direct Support Professional Training Program
This project supports the training of direct support professionals
who are employed in human services agencies.
Massachusetts
Department of Mental
Retardation
Budget Direct $
Budget Indirect $
Total $
28,943
3,052
31,995
FACT BOOK 2012-2013
FINANCE DATA
Leading by Example
Funding supported ground source heat pump installation for the
geothermal project.
Massachusetts
Executive Office of
Energy and
Environmental Affairs
Budget Direct $
Budget Indirect $
Total $
125
75,514
0
75,514
Department of Energy
Resources
Safe and Successful Youth Initiative (SSYI) (4/1/13 - 6/30/13)
MCC offers educational pathways for youth and young adults
identified by the City of Lowell Police Department. GED studies
and career readiness activities are offered through the MCC Outof-School Youth Development Center. Other options include
LMACS.
Massachusetts
Executive Office of
Health and Human
Services
Budget Direct $
Budget Indirect $
Total $
Face-to-Face Mediation
Since 1990, the Law Center has administered the Face-to-Face
Program mediating over 3,500 disputes in the courts and in local
communities each year. The services also include day-of-trial
small claims mediation.
Massachusetts Office
of Attorney
General
Budget Direct $
Budget Indirect $
Total $
Local Consumer Protection
The Law Center has administered the Local Consumer Program
(LCP) since 1990, opening more than 13,000 cases and saving
consumers over $2.5 million.
of Attorney
General
124,175
0
124,175
34,000
0
34,000
Budget Direct $
Budget Indirect $
Total $
48,000
2,000
50,000
Law Center - Massachusetts Office of Public Collaboration
Funding
Funding increases the capacity of the Law Center to conduct
mediations.
of Public
Collaboration
The Career Place
The Career Place is a state one-stop career center operated by
Middlesex Community College and chartered by the Metro North
Regional Employment Board. A variety of employment services
are offered to those seeking employment and employers.
Metro North REB
Career Source
Career Source is a state one-stop career center operated by
Middlesex Community College and chartered by the Metro North
Regional Employment Board. A variety of employment services
are offered to those seeking employment and employers.
Metro North REB
Bridging the Gap to Safety
Supports Project Give Back and other activities offered to
students at The B.R.I.D.G.E. Alternative Middle School.
Nathaniel and
Elizabeth Stevens
Foundation
Budget Direct $
Budget Indirect $
Total $
30,400
0
30,400
Budget Direct $
Budget Indirect $
Total $
2,734,602
145,952
2,880,554
Budget Direct $
Budget Indirect $
Total $
2,500,000
0
2,500,000
Budget Direct $
Budget Indirect $
Total $
3,000
0
3,000
Boston Area Advanced Technological Education Connections
(BATEC)
This project provides professional development for faculty and
activities for students to support information technology career
pathways.
National Science
Foundation
Budget Direct $
Budget Indirect $
Total $
19,990
2,414
22,404
FACT BOOK 2012-2013
126
FINANCE DATA
Commonwealth Alliance for Information Technology - Year Four
MCC collaborated with UMass - Lowell to broaden participation
by students in computing programs.
National Science
Foundation
Budget Direct $
Budget Indirect $
Total $
500
0
500
Louis Stokes Alliance for Minority Participation
This five-year grant provides support for tutoring, facilitated
study groups, mentoring, student research, and other activities
aimed at retaining, graduating, and transferring minority students
in STEM fields.
National Science
Foundation
Preserving the Cambodian Ceramic Tradition through Student
and Community Engagement
The project includes Cambodian master ceramist Yary Livan
training 20 Lowell public school teachers and constructing a giant
naga for the Cambodian kiln. There will also be cultural
presentations and a culminating art exhibit.
National Endowment
for the Arts
NEH Bridging Cultures - Asian Traditions and Cultural
Differences
Project funds professional development studies conducted by the
East West Center for MCC faculty who will then integrate Asian
Studies into courses.
National Endowment
for the Humanities
East-West Center Title VI Project
US Department of
Education
40,173
3,057
43,230
Budget Direct $
Budget Indirect $
Total $
40,000
0
40,000
Budget Direct $
Budget Indirect $
Total $
7,430
0
7,430
Project supports the integration and acceleration of Chinese
culture and language studies through faculty professional
development and design of new courses.
GEAR-UP Massachusetts - MCC
GEAR-UP provides academic and other student support services
to at-risk middle and high school students.
Budget Direct $
Budget Indirect $
Total $
Budget Direct $
Budget Indirect $
Total $
6,000
0
6,000
US Department of
Education
Budget Direct $
Budget Indirect $
Total $
277,778
22,222
300,000
Program for Student Achievement
This program provides intensive case management and academic
support for 100 students with documented disabilities, at least
one-third of who are low-income, and all of whom will have tested
into one or more developmental courses.
US Department of
Education
Student Success Program
The Student Success Program serves 200 first generation, low
income students through a variety of academic and case
management services.
US Department of
Education
Budget Direct $
Budget Indirect $
Total $
223,326
17,066
240,392
Budget Direct $
Budget Indirect $
Total $
289,378
21,950
311,328
Talent Search
Provides intensive support to 736 students in the Lowell Public
Schools to assist them to achieve academic success and enter
college.
FACT BOOK 2012-2013
US Department of
Education
Budget Direct $
Budget Indirect $
Total $
304,490
24,359
FINANCE DATA
127
328,849
Title III - Strategies for Success
Title III - Strategies for Student Success focuses on reforming
curriculum through integration of Core Student Success Skills
and implementing a comprehensive developmental advising
program.
US Department of
Education
Upward Bound
The Upward Bound program provides 55 eligible low-income, first
generation high school students who demonstrate potential for
education beyond the secondary level with a comprehensive and
coordinated program of academic instruction, support, and
advising.
US Department of
Education
Geothermal Earmark
US Department of
Energy
Budget Direct $
Budget Indirect $
Total $
345,578
0
345,578
Budget Direct $
Budget Indirect $
Total $
232,704
17,296
250,000
This project supports the installation of a geothermal system on
the Bedford campus with an educational component.
Budget Direct $
Budget Indirect $
Total $
237,875
0
237,875
Boston and Maine Earmark
This project will support the redevelopment of an underutilized
historic building to expand community services.
US Housing and
Urban Development
Budget Direct $
Budget Indirect $
Total $
194,800
0
194,800
Greater Lowell WIB/Out-of-School Youth
The MCC OSY Center prepares students to take the GED exam
and assists them with entering employment and/or post-secondary
education and training programs.
Workforce Investment
Act Grant Funds
Budget Direct $
Budget Indirect $
Total $
50,515
2,526
53,041
Greater Lowell Workforce Investment Board/In-school Youth
The MCC In-School Youth Program serves 20 senior Latino
students. Services include: intensive case management; facilitation
of student participation in support services; and career planning.
Workforce Investment
Act Grant Funds
Budget Direct $
Budget Indirect $
Total $
31,282
1,564
32,846
Zarkin Family Funds
Funding enabled the LHS Peer Mediation Program to send 27
LHS students to the 2013 Peer Mediation Conference sponsored
by the North Shore Community Mediation Center
Zarkin Family Funds
Budget Direct $
Budget Indirect $
Total $
810
0
810
FACT BOOK 2012-2013
MISSION STATEMENT
At Middlesex Community College,
At Middlesex Community College,
Everyone teaches, Everyone learns.
Collaborative in nature and
innovative in practice,
we educate, engage, and empower
a diverse community of learners.
Through transformative opportunities,
we challenge and support
every student to succeed and lead.
Recognizing equity and inclusion as the
foundation for excellence and creativity,
Middlesex Community College
meets the evolving educational,
civic and workforce needs
of our local and global communities.

Fact Book • 2012–2013 - Middlesex Community College

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