Fact Book - Middlesex Community College

Transcription

MIDDLESEX COMMUNITY COLLEGE
Fact Book
2011-2012
2011—2012 F A C T B O O K
Middlesex Community College
Carole A. Cowan, Ed.D. President
Lowell Campus
33 Kearney Square
Lowell, MA 01852-1987
Bedford Campus
591 Springs Road
Bedford, MA 01730-1197
2013 Board of Trustees
Royall M. Mack, Chairperson—Andover
Robert A. Barton—Bedford
William J. Chemelli, MCC Alumnus—Belmont
Gabrielle Davis, Student Trustee—Lowell
Timothy Glaser, Appointed Alumnus—Wilmington
James G. Hicks—Framingham
Abbey Henderson—Maynard
Elia Marnik—So. Orleans
Paul E. Means—Stoneham
Duane Taylor—Littleton
2011 – 2012
Fact Book
Table of Contents
Accreditations
Accreditation Statements………………………………………………………………………..
1
Strategic Plan
Mission Statement, Guiding Principles, Institutional Values………………………………...
Strategic Directions………………………………………………………………………………
Accountability Measures………………………………………………………………………...
2
3
4
Student Success
Title III Strategies for Success………………………………………………………………….
AACU Roadmap Project………………………………………………………………………...
Vision Project at MCC - The First Year Experience………………………………………….
RAMP-UP Math…………………………………………………………………………………..
Accelerated Learning Program – Writing……………………………………………………...
5
7
8
9
10
Assessment
Institutional Student Learning Outcomes……………………………………………………...
Program Review………………………………………………………………………………….
PACE: Personal Assessment of the College Environment………………………………….
11
13
14
Academic Programs
Associate Degree Programs……………………………………………………………………
Certificate Programs……………………………………………………………………………..
Academy of Health Professions………………………………………………………………..
STEM……………………………………………………………………………………………...
Workforce Development Transformation Agenda……………………………………………
Commonwealth Honors Program………………………………………………………………
Middlesex Interactive: On-line Instruction…………………………………………………….
Service Learning…………………………………………………………………………………
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23
International Studies
International Fellowships……………………………………………………………………….
Asian Studies…………………………………………………………………………………….
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Student Engagement
The Center for Leadership and Engagement…………………………………………………
Center for Health and Wellness………………………………………………………………..
Multicultural Center………………………………………………………………………………
Serving Veterans at Middlesex Community College…………………………………………
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Education Partnerships
MCC Dual Enrollment Academy………………………………………………………………..
MCC - Billerica Memorial High School - Early College High School……………………….
Taking the Leap for College-Level Writing…………………………………………………….
Lowell High School Partnerships……………………………………………………………….
Lowell Connections………………………………………………………………………………
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Adult Education
Adult Education ………………………………………………………………………………….
38
Entrepreneurship
Deshpande Foundation - Merrimack Valley Sandbox……………………………………….
High School Business Plan Competition………………………………………………………
2011 – 2012
Fact Book
40
40
Workforce Development
Workforce Development Council……………………………………………………………….
Corporate Education and Training……………………………………………………………..
Corporate and Community Education and Training Workforce Training Highlights……..
The Career Place………………………………………………………………………………...
Merrimack Valley Partners for Progress………………………………………………………
Merrimack Valley Small Business Assistance Center……………………………………….
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Admission
Top Ten Feeder High Schools………………………………………………………………….
High School Articulation Agreements………………………………………………………….
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Fall Enrollment
Applicants, Admits, New Enrollees…………………………………………………………….
First Time in College Students: Academic Skills by Academic Discipline…………………
First Time in College Students: Prepared for College Level Coursework…………………
First Time in College Students: Placement into Developmental Courses…………………
Head Count and Full Time Equivalent Students……………………………………………..
Student Type……………………………………………………………………………………..
Head Count by Day, Evening, Web……………………………………………………………
Head Count by Campus…………………………………………………………………………
Full Time/Part Time Credit Load Status……………………………………………………….
Semester Student Credit Load…………………………………………………………………
Enrollment by Gender…………………………………………………………………………..
Enrollment by Race/Ethnicity…………………………………………………………………..
Enrollment by Age Group……………………………………………………………………….
Veterans, Active Military, Dependents…………………………………………………………
Degree or Certificate Sought……………………………………………………………………
Student Enrollment by Major……………………………………………………………………
Credits Generated by Academic Area…………………………………………………………
Top Thirty Feeder Cities and Towns…………………………………………………………..
International and Foreign Students……………………………………………………………
International and Foreign Students by Country of Birth…………………………………….
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Spring Enrollment Trends
Head Count and Full Time Equivalents……………………………………………………….
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Summer Enrollment Trends
Head Count and Full Time Equivalents……………………………………………………….
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Annual Enrollment
Unduplicated Credit Student Head Count…………………………………………………….
Credits Generated...........................................................................................................
Unduplicated Non-Credit Student Head Count……………………………………………….
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Student Performance
Persistance and Retention Rates………………………………………………………………
Fall Grade Distribution…………………………………………………………………………..
Spring Grade Distribution……………………………………………………………………….
Summer Grade Distribution……………………………………………………………………..
Annual Successful Course Completion Rate Trend………………………………………….
Fall Student Academic Standing……………………………………………………………….
Spring Student Academic Standing……………………………………………………………
Licensure Exam Results………………………………………………………………………..
2011 – 2012
Fact Book
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Degrees and Certificates Awarded
Degrees and Certificates Awarded Summary………………………………………………..
Degrees and Certificates Awarded By Major…………………………………………………
Degrees and Certificates Awarded By Gender……………………………………………….
Degrees and Certificates Awarded By Race/Ethnicity……………………………………….
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College and University Articulation Agreements
College and University Articulation Agreements……………………………………………..
99
Transfer Study
Top 20 Transfer Colleges……………………………………………………………………….
Top 10 Public and Private Transfer Colleges…………………………………………………
Transfer Students By Major…………………………………………………………………….
Transfer Students By Race/Ethnicity…………………………………………………………..
Transfer Colleges………………………………………………………………………………..
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105
Employee Profile
Full Time Faculty By Highest Degree Level………………………………………………….
Full Time Faculty By Gender and Academic Rank………………………………………….
Full Time Faculty By Gender and Race/Ethnicity……………………………………………
Adjunct Faculty By Gender and Race/Ethnicity ……………………………………………..
Full Time Staff By Gender and Race/Ethnicity……………………………………………….
Part Time Staff By Gender and Race/Ethnicity……………………………………………….
Full Time Faculty and Staff By Age Category………………………………………………...
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Cost of Attendance
Tuition and Fee Rates…………………………………………………………………………..
119
Financial Aid
Sources of Student Financial Aid………………………………………………………………
Financial Aid Applicants and Awards………………………………………………………….
Financial Aid Grants, Scholarships, and Work Study………………………………………..
Student Loans……………………………………………………………………………………
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Financial Profile
Foundation Scholarships……………………………………………………………………….
Budget Trend…………………………………………………………………………………….
The Annual Fund………………………………………………………………………………..
2011-12 Grant Funding………………………………………………………………………….
2011 – 2012
Fact Book
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Accreditations
1
Accreditation Statements
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 the individual programs listed below also have an individual accreditation.
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)-2102350.
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 National League for Nursing Accrediting Commission
(NLNAC) 3343 Peachtree Road NE, Suite 500, 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.
2011-2012 Fact Book
Strategic Plan
2
2011-14 Strategic Plan:
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.
2011-2012 Fact Book
Strategic Plan
3
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 cocurricular 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 next-generation 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.
2011-2012 Fact Book
Strategic Plan
4
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
2011-2012 Fact Book
Student Success
5
Title III Strengthening Institutions Grant
Strategies for Success:
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
and the findings strongly reinforce our belief in the importance of this work. Most recently, the team
looked at a fall 2011 cohort of approximately 1450 first time freshman and compared those who
participated in grant related activities to those that did not. The results were exciting –the persistence
and retention rates for students who took reformed curriculum classes is 16.5 percentage points above
those who did not and 31.8 percentage points above for students who engaged in developmental
advising compared to those who did not.
2011-2012 Fact Book
Student Success
6
Persistence Rates of Fall 2011
First-Time Freshman Who:
Participated
in the Noted
Intervention
Did Not
Participate in
the Noted
Intervention
Percentage
Points
Difference in
Persistence
Rate
Developmental Advising
Career Counseling
Transfer Counseling
Reformed Curriculum
Academic Plan
Tutoring
84.4%
85.3%
86.1%
83.2%
93.9%
90.1%
52.5%
70.6%
70.5%
66.7%
58.9%
66.0%
31.9
14.7
15.6
16.5
35.0
24.1
Early Alert
Opening Day
Getting Started
72.9%
80.5%
73.8%
72.7%
66.0%
68.6%
0.2
14.5
5.2
Title III
Strategies for Success
Intervention Strategies
Retention Rates of Fall 2011
First-Time Freshman Who:
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
Did Not
Participate in
the Noted
Intervention
Percentage
Points
Difference in
Retention
Rate
69.1%
70.1%
73.1%
68.0%
78.0%
37.3%
55.3%
54.9%
51.4%
44.1%
31.8
14.8
18.2
16.6
33.9
72.8%
46.6%
65.0%
60.0%
51.6%
59.6%
51.0%
47.9%
21.2
13.0
14.0
12.1
2011-2012 Fact Book
Student Success
7
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 the 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. TheRoadmap institutions are:
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Eugenio María 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 was proposed by the MCC Roadmap team comprised of faculty, staff,
administrators, and a student to extend and connect several major initiatives at the college. These
included the Title III Strategies for Success grant, the revision of the General Education core curriculum,
and the assessment of student achievement of our Institutional Student Learning Outcomes (ISLOs). The
proposal called for linking the Freshman Seminar with a General Education course to provide
contextualization for the development of student success skills, and recommended that students use eportfolios to record and reflect on their pathway towards degree or certificate completion.
In 2011-12, based on input from the Roadmap Team and other faculty and staff groups researching
student success models for first year students, MCC submitted a proposal in response to the
Massachusetts Department of Higher Education’s Vision Project RFP to develop a series of one-credit,
high impact courses. One of these one-credit courses was a First Year Seminar (FYE), to be linked with a
General Education course.
The Roadmap team included student development of e-portfolios within the FYE as a reflective tool to
increase metacognition. Members of the team and interested others researched effective models and
decided to adopt the model in place at a fellow Roadmap institution, Salt Lake Community College. An eportfolio Faculty Fellow was hired with Roadmap project funding to lead this initiative. During Spring 2012,
over 40 faculty and staff attended professional development workshops in preparation for piloting the use
of student e-portfolios during the 2012-13 academic year.
2011-2012 Fact Book
Student Success
8
Massachusetts Department of Higher Education’s
Vision Project at
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 being achieved through the
college’s Title III Strategies for Success grant. FYE incorporates nationally recognized high impact
practices that have been documented as contributing to increasing student retention, persistence,
graduation, and transfer. In FY 2012, under the umbrella of the FYE program, the following four, onecredit high-impact practice courses were created and piloted.
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General Education Seminar: First Year Experience linked to a general education course as a
Learning Community
General Education Seminar: Leadership
General Education Seminar: Service-Learning
General Education Seminar: Undergraduate Research
A robust First Year Experience Blackboard site containing information to support instructors has been
established and is continually updated. Resources include sample syllabi, assignments, lesson plans,
rubrics and other course materials. In addition, the college is working with the state-wide Mass Transfer
Steering Committee to maximize the transferability of these courses for students who satisfy the Mass
Transfer block. Student who are do not satisfy Mass Transfer requirements may be eligible to receive
equivalent course credit, from our top two transfer institutions, the University of Massachusetts at Lowell
and Salem State University, who both offer first year experience courses.
By August 2012, 207 students had completed one of the four pilot courses, including 101 students who
earned credit for General Education Seminar: The First Year Experience. 83% of these students have reenrolled for the Fall 2012 semester. An accelerated General Education Seminar: First Year Experience
course option was developed and piloted in August 2012. This accelerated curriculum focused on:
Practical Applications of Institutional Student Learning Outcomes (ISLOs); E-Portfolio; Critical Thinking
Skills; Academic Integrity; How to Succeed Using Campus Resources; Dialoguing with Professors - in
person, email, telephone; College Engagement Opportunities; Using Degree Works to develop Career
and Academic Plans; MCC’s Honor Code and Civility; and Self-Assessment using the MCC Common
Book – “This I Believe”.
As of the Fall 2012 semester first-time students in Liberal Studies are required to complete three of these
one-credit experiences, which will be combined with 1 credit General Education Seminar courses to
satisfy a three-credit general education elective. It is anticipated that this requirement will be extended to
include Liberal Arts and Sciences and Business Administration Transfer students by FY2014. This will
greatly increase the number of students who are exposed to a minimum of three high impact educational
practices within their first 30 credits at MCC.
2011-2012 Fact Book
Student Success
9
RAMP-UP Math
Over the past two years, Middlesex Community College Mathematics faculty completely redesigned its
developmental mathematics program 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 2011-2012 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.
The 12 modules that students complete in the RAMP-UP Math program 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 math course
sooner.
As of fall 2011, all students testing below Algebra II level were placed in the RAMP UP math program.
Approximately 1800 students participated in the program in Fall 2011 and 1500 students in the spring
2012. Initially, all students began in module 1, whole numbers. As of summer, students who previously
would have tested into Algebra 1 now begin in module 5, algebraic expressions.
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 the RAMP-Up program showed
improvement over the traditional model. 73% of the Fall 2011 successfully completed the equivalent of
one or more developmental math courses.
Specific module completion rates for first-time math students are listed below:
Fall 2011
Failing
Passing
Highest
Module
Achieved
0
1
2
3
4
5
6
7
8
9
10
11
12
Total
Number of
students
Successfully
Completing
113
150
39
37
288
190
96
115
96
31
13
3
78
1249
Percent of
students
Successfully
Completing
9%
12%
3%
3%
23%
15%
8%
9%
8%
2%
1%
0%
6%
100%
Number of
Equivalent
Developmental
Math Course
1
2
2
2
2
3
3
3
3
2010-2011 Fact Book
Student Success
10
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. In each of these
college-level Composition classes, six of the twenty-two students are also enrolled in the ENG 099
seminar. These six 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.
In fall 2011, twelve sections of ENG 101 English Composition I contained six ALP students each. Six
English instructors each taught two of these English Composition I sections with a related section of ENG
099, Writing Skills Seminar. The instructors developed three shared assignments for each of the ENG
099 sections including an end of the semester assessment. In the spring 2012 semester, four instructors
taught a total of eight English Composition I courses linked to four sections of ENG 099, Writing Skills
Seminar.
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. After one year, there is some encouraging data on the outcomes of this new program.
•
•
•
•
•
In the fall and spring, students taking ENG 099 were more likely to complete this course (72%)
than those taking ENG 071, Basic Writing (63%). In the past all of the students would have been
placed into ENG 071, Basic Writing.
In the fall, 71% of the ALP students successful completed ENG 101, English Composition I, with
a grade of C- or better compared with only 58% of the non-ALP or traditionally placed ENG 101,
English Composition I, students.
ALP students (81%) were more likely to enroll in the spring semester than Non-ALP students
(72%).
The students enrolled in the fall 2011 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
(66.67%) as non-ALP students (70%).
Fall 2011 ALP students completed courses in the spring semester at a nearly identical rate
(76.92%) as the non-ALP students (76.71%).
2011-2012 Fact Book
Assessment
11
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 put in place a process where all courses seeking the general education designation be
required to support and assess a minimum of 3 ISLOs, ensuring that students would 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 three-year
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 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
2011-2012 Fact Book
Assessment
12
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.
MCC faculty participating in our AMCOA assessment work with UML and NECC expressed an interest in
leading similar work on our own campus. In May 2012, for the first time, our ISLO assessment project
(this year, student writing across the curriculum, focusing on the Social and Behavioral Sciences and
Criminal Justice programs) was organized and led by faculty. The assessment team (including students
from those programs) conducted a cross-sectional analysis of student writing in 100 and 200 level
courses, seeking to identify ways in which students improve as writers over time. Results will be
analyzed in the summer of 2012.
2011-2012 Fact Book
Assessment
13
Program Review
In addition to our institutional-level assessment of Student Learning Outcomes, our academic and cocurricular 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 5-7 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 2011-12, 8 academic and student affairs programs completed and presented results from their program
review at the Program Review Showcase:
•
•
•
•
Communication
Reading
Service Learning
Dental Assisting
•
•
•
•
Dental Lab Technology
Information Technology
Education
International/Multicultural Programs
Outcomes and action items resulting from programs’ and departments’ self-studies presented at the 2012
Program Review Showcase included:
•
•
•
•
•
•
•
•
Development and implementation of a thematically linked Reading and Writing Learning
Community
Redesign of reading courses to incorporate writing and reasoning skills within a six credit
intensive course that decreases the number of semesters students spend in developmental
coursework at MCC, modeled after a Chabot College program
Expanded textbook reading in reading courses to build students’ informational reading skills
Integration of quantitative literacy into learning goals and supporting learning activities in Early
Childhood Education courses
Discontinuation of the Web Development Option in Information Technology program
Increased linkages between classroom and clinical assessment of student learning in Dental Lab
Technology program
Redesign of internship course in Dental Lab Technology in order to provide a more meaningful
work experience for students and host sites
Communication with local Dental Schools regarding a possible advanced program partnership
In addition, a new program review process was designed in 2010-11 and piloted in 2011-12 in
Enrollment Services, Research and Planning departments, including Academic, Career and
Transfer Counseling; Enrollment Communications; Financial Aid; Institutional Research, and
Placement Testing. These program reviews will be complete by March 2013.
2011-2012 Fact Book
Assessment
14
Personal Assessment of the College Environment
In March 2012, Middlesex Community College partnered with the National Initiative for Leadership and
Institutional Effectiveness at North Carolina State University’s College of Education to administer the
Personal Assessment of the College Environment (PACE) survey to 1151 college employees. 514
employees (44.7%) completed and returned the survey for analysis. The purpose of the survey was to
obtain the perceptions of personnel concerning the following aspects of the college climate and to provide
data that will help the college promote open and honest communication among faculty, staff and
administrators. Survey items focus on the following climate categories:
•
•
•
•
Institutional structure
Supervisory relationships
Teamwork
Student focus
Based on leadership research, NILIE has identified four organizational systems ranging from (1)
Collaborative which produces the best results in terms of productivity, job satisfaction, communication
and the overall organizational climate; (2) Consultative; (3) Competitive and (4) Coercive, which is least
effective. Although the collaborative system is most effective, very few colleges achieve this level across
all four climate categories. Most colleges function at the collaborative or competitive range. Colleges in
the collaborative range have scores between 4.0 and 5.0; consultative range schools have scores
between 3.0 and 3.99; competitive institutions have scores between 2.00 and 2.99; and the colleges in
the coercive range have scores below 2.00.
The overall results for Middlesex Community College indicate a healthy campus climate with an overall
mean score of 3.98 or very high consultative range, with our highest scores falling in the Student Focus
and Teamwork factors. MCC’s scores by climate factor as rated by all employees are as follows.
•
•
•
•
•
•
Teamwork
Student Focus
Customized Questions
Overall
Mean Score:
Mean Score:
Mean Score:
Mean Score:
Mean Score:
Mean Score:
3.77
3.96
4.03
4.24
3.78
3.98
Consultative Range
High Consultative Range
Collaborative Range
Collaborative Range
Consultative Range
Very High Consultative Range
Mean climate scores differ by personnel category. Ratings by Personnel Classifications are as follows:
Climate Factor
Teamwork
Student Focus
Custom Questions
Overall
(Does
Not
Include
Questions)
Custom
Faculty
3.83
4.01
4.03
3.77
4.01
4.01
Administrators
3.91
4.17
4.30
4.26
4.03
4.12
Staff
3.68
3.85
3.96
4.25
3.70
3.91
A complete report is available at www.middlesex.mass.edu/strategicplanning
2011-2012 Fact Book
Academic Programs
15
Associate Degree Programs
Listed below are the associate degree programs currently offered by Middlesex Community College
Aviation Maintenance Technology (AS)**
Fine & Performing Arts: Liberal Arts & Sciences
•
Fine Arts Option (AA) **
•
General Option (AA) **
•
Music Option (AA) **
•
Theater Option (AA)
Biotechnology Technician (AS)
Fire Protection & Safety Technology (AS) *
Building Construction Technology (AS)
Global Studies Concentration (AA) **
Business Administration Career (AS) *
Graphic Design (AS)
Business Administration Transfer (AS) *
Hospitality Management (AS) **
Business Administration Transfer Accelerated Option (AS)
Human Services (AS) **
Communications Concentration (AA) **
Human Services Transfer (AS) **
Computer Aided Design (CAD) Technology (AS)
Computer Forensics (AS) **
Information Technology: Liberal Studies
•
General Studies Concentration (AS) **
•
Transfer Concentration (AS) **
Computer Science Transfer (AS) **
Liberal Arts and Sciences (AA) *
Computer, Software & Networking Technology (AS)
Liberal Studies (AS) *
Criminal Justice
•
Administration of Justice (AS) *
•
Law Enforcement (AS) **
•
Criminal Justice Transfer (AS) *
Life Science Concentration (AA) **
Accounting (AS) *
Automotive Technology (AS)
Culinary Arts (Hospitality Management) (AS) **
Medical Assisting (AS) **
Nursing
•
Nursing – Day (AS)
•
Nursing – Evening and Weekend (AS)
Dental Assisting (AS) **
Office Systems & Administration (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 Science (AS)
Fashion Merchandising (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)
Studio Art (AS) **
World Languages (AA)
*100% of program can be completed online ** 50% of program can be completed online
2011-2012 Fact Book
___
Academic Programs
16
Certificate Programs
Listed below are the certificate programs currently offered by Middlesex Community College.
Certificate of Completion (noncredit)
Academy of Health Professions
• Medical Receptionist
• Medical Office Administration
• Nursing Assistant
• Phlebotomy
Transition Program - A two-year program for students
with significant learning disabilities.
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 **
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
Nurse Assistant/HHA Certificate
Project Management/PMP Exam Prep
RN Refresher Program
Social Media Certificate
Society of Human Resource Management Certificate
Web Design Certificate
Web Development Certificate
Liberal Studies *
Medical Assisting
Paralegal Studies **
Studio Art **
Travel Services Management
Post-graduate Certificate Programs
(noncredit)
Writing Technical Information Certificate
*100% of program can be completed online **50% of program can be completed online
2011-2012 Fact Book
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, content-integrated training necessary for entry-level health positions within a shorter time
frame. The model also promotes and supports viable options for students to continue on a career path to
higher level health careers.
The AHP provides an innovative post-secondary career pathway for entry–level health careers in:
•
•
•
•
Nursing Assistant*
Medical Reception
Medical Office Administration
Phlebotomy
*approved by the Department of Public Health, Division of Healthcare Quality for the Commonwealth of
Massachusetts
Classes are offered evenings and weekends in 9-week sessions. As if Fall 2012, day sessions have
been made available for the Nursing Assistant and Medical Reception Certificate Programs. Students
may enter at any level of the program based on meeting entry criteria, complete a certificate in
approximately 30 weeks, and enter the workforce or continue studies with the potential to earn an
associate degree. The Academy of Health Professions provides off-site clinical and laboratory
experiences and externships to students where they are introduced to best practices as they prepare to
enter the workplace.
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, made
up 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.
•
Level I programs include Nursing Assistant and Medical Receptionist:
To date, 139 students have enrolled in the Level I Certificate programs. 76 students have earned
a certificate in Nursing Assisting, and 38 students earned a certificate in Medical Reception.
•
Level II programs include Medical Office Administration and Phlebotomy:
To date, 50 students have enrolled in Level II Certificate programs. 9 students have earned a
certificate in Medical Office Administration, and 36 earned a certificate in Phlebotomy.
2011-2012 Fact Book
Academic Programs
18
Science, Technology, Engineering, and Mathematics
Increasing student enrollment and success in Science, Technology, Engineering, and Mathematics
(STEM) fields is a priority for Middlesex Community College. In addition to a strong menu of courses and
academic programs, our 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,
Middlesex faculty stay current in their fields through collaborate 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.
Examples of Successful STEM Activities include the following:
•
MCC’s Biotechnology Technician Degree and Certificate Programs have been endorsed at the
highest level by the Massachusetts Life Science Education Consortium (MLSEC). Biotechnology:
In 2010, eight community colleges were endorsed at the silver and gold levels by the
college/industry partnership’s new endorsement program. Middlesex Community College is one
of only two community colleges awarded endorsements for its biotechnology degree and
certificate programs at the gold level.
•
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 and students volunteered for the event. The theatre group
created and delivered a presentation on Women in Science that enthralled the over 250 girl
scouts who attended the day-long conference
•
Eight students participated in the Belize Fellowship, which is a 14 day research experience to
study coral reef ecology and conservation in June 2012. In preparation for the trip, students
attended classes regarding the cultural and economic importance of reef ecosystems as part of a
course called Coral Reef Ecology as well as a one credit lab component which included a field
experience in San Pedro, Belize. Students participated in activities that include data collection
while scuba diving and/or snorkeling on the reef in Belize. The course involves journal entries,
underwater photography, analysis of data and the development of a blog. Funding was provided
by the National Science Foundation (NSF) grant funding for STEM and the MCC Foundation. As
part
of
their
capstone
project
the
students
developed
a
blog
at
http://belizereef2012.wordpress.com/
•
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.
•
In fall 2012, students presented their research in a well-attended poster session. Fifty-four
students participated, presenting 36 posters from 7 different classes.
.
2011-2012 Fact Book
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 are developing new programs in Clinical
Lab science which includes developing new lab space for the programs in the Talbot building in Lowell. In
addition, we are: exploring the development of a Health and Bioscience preparatory certificate, and
daytime scheduling for the Biotech program; developing and implementing daytime scheduling for
existing Academy of Health Professions certificates; and developing and implementing a student
achievement program for Health and STEM students called the “Health and STEM Pathways Center”.
The Health and STEM Pathways Center, serves as a central contact point for Health and STEM students.
The center’s goals are to enhance students’ educational opportunities by providing career exploration,
placement, and academic support. In addition, under the umbrella of the Pathways Center, we are
developing targeted programs to enhance the retention of students and the development of needed job
readiness skills and to address identified achievement gaps in STEM fields for underserved student
populations. Finally, under the pathways center, there will be a job placement coordinator who will work
with the director, career counselors and college navigators to establish programs and services aimed at
increasing the job placement rates of Health and STEM graduates. In addition, the center aims to support
students through all stages of their job placement experience: initial referral to career counselors,
planning sessions for job search strategy, resume review and job interview preparation, advice regarding
job leads/selection, and counseling to help students successfully manage their professional development.
The job placement specialist will also develop internship and research opportunities for Health and STEM
students with area employers, industry and four year institutions and collaborate with the Health and
STEM Pathways Coordinator, MCC Office of Career Services, College Navigators, and area Career
Centers support their efforts to guide student explorations of career and educational pathways and job
readiness. The Health and STEM job placement coordinator will work collaboratively with the Health and
Stem Pathways Coordinator, Academic Career, and Transfer Counselors, and College Navigators and
Career Center personnel to maximize their shared capacity to support students through their career
2011-2012 Fact Book
Academic Programs
Commonwealth Honors Program at
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 extra-curricular 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.
Since Fall 2008, the number of students taking at least one Honors course has increased by 193%.
217
156
119
105
74
Fall 2008
Fall 2009
Fall 2010
Fall 2011
Fall 2012
Honors Program Requirements
Students with a minimum 3.2 GPA and 12 or more credits are considered Commonwealth Honors
Students. To graduate as a Commonwealth Honors Scholar, students must complete program
requirements including completion of a minimum of three honors courses with a grade of "B" or better.
Students are strongly encouraged to enroll in more than 3 honors sections to get the most out of their
honors experience at the college. 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 (ENG 101)
on the College Placement Test.
Specifically Required Honors Courses:
•
•
•
•
•
At least one Interdisciplinary/team taught honors seminar: World Cultures; Latin American
Literature and History; Poverty, Wealth, and Capitalism; or, Asian Literature/Social Psychology.
At least one other dedicated honors course (i.e. Middle East, Globalization, or Effects of the
Environment on Health).
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. Honors Contracts do NOT
take the place of Honors seminars.
It is also 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 Honors Conference on the Middlesex Campus.
2011-2012 Fact Book
20
Academic Programs
Advantages of Being a Commonwealth Honors Student
•
•
•
•
•
•
•
•
•
Early Registration Program for Honors Students
Seminars and conferences with dedicated faculty and students
Work and socialize with other committed students
Earn scholarships for admission to four year colleges and universities
Develop an outstanding resume
Special events: Theater, Movies, luncheons, Guest Speaker Forums
Commonwealth Honors Scholar designation at graduation
Public Distinction at Annual Honors Awards Presentations
Reserved Honors Center space for private and group study in the Honors Center
Honors students have transferred to the following colleges and universities:
Amherst College
Babson College
Smith College
Wellesley College
Brandeis University
Mt. Holyoke College
Bentley University
Johns Hopkins University
University of Massachusetts - Amherst
University of Massachusetts - Lowell
University of Massachusetts - Boston
Salem State University
2011-2012 Fact Book
21
Academic Programs
22
Middlesex Interactive: On-line Instruction
Middlesex Community College has offered online courses since the fall of 1996. Beginning with a pilot
program consisting of a handful of students in a single English Composition I online course, the program
grew to five courses with a total of 77 enrollments in 1998. Since then, MCC has helped over 130 faculty
members develop in excess of 200 courses to be taught in the online/hybrid methodology. In 2011-12,
there were 8283 enrollments and 461 different course sections offered.
Online & Hybrid Course
Enrollment Growth
8500
8283
8000
7550
7500
7000
6912
6500
6119
6000
5500
5227
5000
AY 07-08
AY 08-09
AY 09-10
AY 10-11
AY 11-12
Online & Hybrid Course
Sections Growth
500
461
450
400
397
350
331
300
364
250
211
200
150
AY 07-08
AY 08-09
AY 09-10
AY 10-11
AY 11-12
Prior to teaching an online course, small cohorts of Middlesex faculty members complete an 8-week, 30hour 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. In 2011-2012, Middlesex trained 16 faculty members to teach in the
online/hybrid methodology.
2011-2012 Fact Book
Academic Programs
23
Service Learning
Service-learning is an opportunity for students to meet identified community needs while practicing
academic learning through thoughtful, directed reflection. Since its inception in 1992, service-learning at
Middlesex Community College has been a unique collaboration among students, faculty, staff, and
community partners. The pedagogy of service-learning is multifaceted and links the curriculum that is
learned in class, with practice that is experienced in the field. It also connects the college with community
priorities and students with career exploration. The unique results that emerge through intentional and
effective service-learning practices help students meet the Institutional Student Learning Outcomes for
Social Responsibility , Personal and Professional Development, and Critical Thinking.
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 servicelearning.
During the 2011-12 academic year 665 students participated in the service-learning program and
performed a total of 14,630 service hours. In fall 2011, 37 faculty in 32 different courses and 59 total
sections had students actively participating in service-learning. In spring 2012, 39 faculty in 28 different
courses and 64 total sections had students actively participating in service-learning.
There are three models of service-learning at Middlesex Community College.
•
The first, traditional service-learning, requires students to spend 22 hours a semester (2-3 hours
a week) at a community site over an 8-11 week time period during the semester.
•
The second model, a class service-learning project, allows all or part of a class to address an
identified need or problem in the community and also meet course outcomes. The origination of
the project develops from a faculty member who wants to include a service project in their course
that connects with the curriculum and then the service-learning department reaches out to
community partners to find a match.
•
The third model is a one-credit service-learning course developed in the fall 2011 semester. The
curriculum of the course focuses on learning about several community issues or needs in detail
and then through organized reflection activities connects what is occurring in the community to
what is being taught in the course. Service for this model is either an individual, 22 hour
placement or a class service-learning project; upon completion, students receive the servicelearning transcript designation.
Service learning at MCC is designed to meet a wide variety of identified community needs, focusing on
literacy, health, homelessness, hunger, senior services, diversity, democracy, and the environment as is
evidenced by the following examples of service learning at MCC.
•
Students serve in schools, early childhood centers, and after-school programs focusing on
literacy, tutoring, and mentoring. Education partners include 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
and Boys and Girls Clubs in Nashua, Medford, Waltham, Billerica, Lawrence, Lowell, Stoneham,
Woburn and Arlington and YMCA’s in Lowell, Waltham, and Stoneham.
2011-2012 Fact Book
Academic Programs
24
•
Students meet needs of families and individuals in homeless shelters in communities including
Lowell, Lawrence, Medford, and Woburn. Students assist meal programs and food pantries in
Lowell, Lawrence, Woburn, Medford, and Bedford.
•
Students fulfill needs present in the senior population by working in Councils on Aging in many
cities and towns including Bedford, Concord, Lowell, Woburn and Billerica.
•
Students choose to work with the elderly in nursing homes and long term health care facilities in
many cities and towns including Lowell, Tewksbury, Chelmsford, Billerica, 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 meet diverse
needs at local courts in Lowell and Woburn and volunteer at the House of Corrections in Billerica.
•
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.
•
Lowell public school children attend a fall and spring Chemistry for Kids program hosted by
service-learning students in an MCC Chemistry course.
•
In collaboration with International Programs, an international service-learning component
occurred in the June Ireland Fellowship that featured a Day of Service in Belfast.
•
Through a foundation grant and in partnership with International Programs, the Service Learning
department organized an International fellowship to Cambodia. Two MCC students, in November
2011, participated in the Khmer Harvest Build sponsored by Habitat for Humanity’s Global Village
program.
•
Through the Vision Incentive grant three one-credit service-learning courses were developed and
piloted in the spring 2012 semester and ten sections are slated to run fall 2012.
•
Beginning in August 2012, the service-learning department will host a Massachusetts Campus
Compact AmeriCorps VISTA member.
•
The service-learning partner hosted a community partner summit in the fall that was attended by
40 people and Service-Learning Celebration in the spring that was attended by 60 students,
faculty, staff, and community partners.
2011-2012 Fact Book
25
International Fellowships
Since 1992, Middlesex has offered travel fellowships to China, Russia, Costa Rica, Spain, Ireland,
Europe, Brazil, and Belize. Over 500 students have participated in the International Fellowships.
Khmer Harvest Build
Last year, with MCC Foundation support, two students traveled to Cambodia as part of the Habitat for
Humanity Khmer Harvest, joining Greater Lowell Habitat for Humanity and volunteers from across the
world on the Khmer Harvest Build to build homes and a sustainable farm. The Khmer Harvest Build
offers a unique opportunity for volunteers to come to Cambodia to build affordable homes for families who
used to live on the Steung Meanchey municipal dumpsite. International volunteers worked alongside
families to build 20 houses in Oudong Kandal province, about 25 miles outside of Cambodia’s capital city
Phnom Penh in five days. Volunteers spent three days building homes, one day working on a farm and
one day making bricks using greener building technology.
Ireland Fellowship
The MCC Foundation also supported ten student fellowships to Ireland in a two week study abroad
program held in Northern Ireland and the Republic of Ireland in June. Students attended classes each
day regarding the history and culture of Ireland while excursions were planned in the afternoon and
evening. As part of the Ireland Fellowship, MCC students participated in a service-learning project. This
project, known as A Day of Service in Belfast, assisted children from a very deprived area in Northern
Ireland known as Sandy Row. Pupils from Blythefield Primary School spent a full day at the Stranmillis
College campus where special programs were planned around art and design, history and outdoor
pursuits led by MCC students who were very excited about sharing their enthusiasm for arts and sports
with the Belfast children.
China Fellowship
Through the generous support of BTU International four Honors/PTK Middlesex students were chosen to
be Dr. Jeffrey Chuan Chu Memorial Fellows and joined five other MCC students to participate in the
Middlesex Community College’s 2012 International Fellowship to China. In addition to the field study
coursework, the Dr. Jeffrey Chuan Chu's Memorial Fellows participated in 20 hours of Chinese language
classes as well as cultural awareness training. The Fellows also met with the BTU community and all
nine students visited the BTU International facility in Shanghai as part of the fellowship experience this
June. The Dr. Jeffrey C. Chu Memorial Scholarship was established by BTU International, Inc. to honor
the memory of Dr. Jeffrey C. Chu who served as an advisor and Director of the Board to BTU from 1986
through his retirement in 2009.
Belize Fellowship
The Belize Fellowship is a 14 day research experience to study coral reef ecology and conservation
during two weeks in June. In preparation for the trip, students attended classes regarding the cultural and
economic importance of reef ecosystems as part of a course called Coral Reef Ecology as well as a one
credit lab component which included a field experience in San Pedro, Belize. Students participated in
activities that include data collection while scuba diving and/or snorkeling on the reef in Belize. The
course involves journal entries, underwater photography, analysis of data and the development of a blog.
Eight students were selected to travel to Belize along with two faculty advisors. Funding was provided by
the National Science Foundation (NSF) grant funding for STEM and the MCC Foundation. As part of their
capstone project the students developed a blog at http://belizereef2012.wordpress.com/.
2011-2012 Fact Book
26
Asian Studies
Middlesex Community College is strongly committed to the view that sharing the languages, philosophies,
histories, literatures and arts of different peoples is the most profound basis for building bridges and
creating respect and civility among cultures. MCC was the first regional center in the Asian Studies
Development Program (ASDP) out of the East-West Center. Working in close connection with ASDP for
the past 22 years, over 100 MCC faculty have organized and participated in national conferences,
symposiums, and workshops on Asia, specifically China, Japan, India, Cambodia, and Malaysia. It is
through such activities that instructors bring new and diverse perspectives into their scholarship,
curriculum development, teaching and leadership.
The college is presently in the second year of a nationwide multi-year ASDP Title VI UISFL Chinese
Language and Culture Program grant, Enhancing Undergraduate Chinese Language and Culture
Studies: Integrating Faculty and Curriculum Development. The grant provides a basis for each college to
design core courses in Chinese culture history, and social science as well as develop significant course
content in the humanities, social sciences, and sciences. To date, Middlesex has approved a Liberal Arts
and Sciences Global Studies Concentration with an Asian Studies Option with plans in Fall 2012 to
approve a stackable certificate in Chinese Studies.
Local initiatives with a focus on our college’s close connection with the Cambodia community include the
partnership of Middlesex, the Lowell Public School, and the National Parks in a commitment to build a
smokeless wood burning brick kiln on Aiken Street. This project, which joins the Fine Arts Pathway and
the Fulbright Hayes Cambodian educational continuum, is centrally important in advancing efforts to keep
vibrant and continue the art of Khmer ceramics. Lowell resident Yary Livan is one of only four master
ceramists to survive the Pol Pot Genocide, and one of only two still active. The kiln, completed in the
summer of 2012, will enable Yary to pass on his skills to a younger generation as well as to engage the
Lowell Cambodian community.
As a result of the same Fulbright Grant to Cambodia, a fund-raising campaign, Strings for Cambodia, was
developed to support Cambodia’s Royal University of Fine Arts’ dream to launch a National Symphony
Orchestra .The goal of $50,000 will cover the cost of high quality, carbon-fiber classical string instruments
– violins, violas and cellos – to form the core of the symphony’s string section and to be used for teaching
purposes at the university. Funds are continuing to be raised through A World of Music concert series as
well as a variety of community-based events.
In the fall workshop titled “Daoism & Chinese Culture,” Livia Kohn spoke to about 60 participants on
Daoism in the world today in conjunction with Daoist cultivation practices. In the spring close to 60
participants attended the “Interdisciplinary Weekend: Connections Across Asia.”
As part of the Title VI grant to infuse Chinese language and culture into the undergraduate curriculum, a
six-credit learning community course titled “Introduction To Chinese Culture: Through Another Window”
was developed, introducing 25 students to aspects of the Chinese world view through literature, film,
philosophy and meditative/physical practice.
2011-2012 Fact Book
Student Engagement
27
The Center for Leadership and Engagement
In September of 2011, the Center for Leadership & Engagement was created and now includes Civic &
Community Engagement, Classroom Engagement, & the First Year Experience Program. The Center
promotes all types of student engagement - in the classroom, on campus and in the community. The
Center also includes Student Activities and Leadership Development.
Research shows that students who are actively involved in the college community are more likely to feel
connected and have stronger success rates. For this reason, student development is a priority at
Middlesex. Opportunities abound for personal growth including programs and services focusing on
leadership, engagement, service, and civic engagement.
Middlesex is home to many clubs and organizations that are student led and fall into one of five
categories: Leader-centered, Academic, Recreational, Cultural, or General Interest. Several hundred
students participate by planning and implementing programs and thousands more attend and enjoy them.
Some of the most popular activities have included an annual Battle of the Bands, MCC’s Got Talent,
International Passport programs, pizza parties, ice cream socials, and even a Halloween ghost-hunter!
Student Activities and Institutional Student Learning Outcomes
In 2011-2012, approximately 70 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 categorized by
Institutional Student Learning Outcome.
•
Critical Thinking- 20 programs and 305 participants, one example is Physics Behind the Flying
Trapeze that 10 STEM club members participated in.
•
Written and Oral Communication- 17 programs and 590 participants, one example is the This I
Believe Discussion Groups that the 10 Junior Leader Program students participated in.
•
Multicultural & Global Literacy- 13 programs and 553 attendees, one example is the Pride Flag
Raising event on each campus on Coming-Out Day.
•
Social Responsibility- 35 programs and a total of 716 participants, examples include food, toy &
toiletry drives and several neighborhood clean-ups. The Sustainability Club donated food
harvested from its Bedford campus garden to the Merrimack Valley Food Bank.
•
Personal & Professional Responsibility- 216 programs and a total of 5,400 participants. Examples
include the Leadership Recognition Ceremony, Workshops for Emerging Leaders, Take your
Faculty to Dinner & David Sedaris.
•
Quantitative Literacy- 2 programs and 80 participants. An example of this program is Credit
Smarts: Financial Literacy.
Civic and Community Engagement
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.
2011-2012 Fact Book
Student Engagement
28
Leadership Development
Leadership development occurs through a variety of experiences. Middlesex offers traditional training
programs in an Emerging and Junior level format that includes retreats, personal coaching, and
interactive presentations. All students are encouraged to enroll in these to improve skills, identify
personal values, and set goals.
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.
Campus Traditions
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 the same on the last day of classes. Over
1000 students, faculty and staff enjoy these traditions and feel great pride in the college community.
A Sample of Student Clubs and Organizations at MCC
African Cultural Club
Anime
Art Gallery Association
Bible Study
Bowling
College Democrats
Criminal Justice
Dance Club
Dean’s Advisory Council
Future Graphic Designers of America
International Club
Latinos Unidos
Middlesex Activities Crew
Multicultural Achievement Peer Program
New England Parenteral Drug Association
Nursing
Outdoor Adventure
Paul H. Sullivan Leadership Institute
Performing Arts
Phi Theta Kappa
Radiography
Science, Technology, Engineering, Math
Sonography
Spectrum
Student American Dental Hygienist’ Association
Student Union Government Association
Sustainability
Veterans
Women’s Leadership Network
2011-2012 Fact Book
Student Engagement
29
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 a monthly CPR
course and an annual Health and Wellness Expo.
Athletics, health, and wellness are integrated into the co-curriculum in ways that appeal to everyone. For
students looking for traditional athletics, Middlesex offers over 20 intramural sports, inter-collegiate
competition, and club activity such as bowling and martial arts.
A Sample of Sports Teams at MCC
Basketball - Men
Basketball - Women
Bowling
Dance
Flag Football
Hockey
Outdoor Adventure Club
Running
Soccer - Men
Soccer - Women
Volleyball
In 2011-2012, 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 and Zumba and other fitness classes are offered regularly during the year.
2011-2012 Fact Book
Student Engagement
30
Multicultural Center
Middlesex Community College’s Multicultural Center is a place for students to meet and participate in
educational, social and cultural activities that 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 and the International Club
all meet, and host programs and workshops in the Multicultural Center. Professional staff members are
available to assist students in developing the skills necessary to support 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, 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.
Through the multicultural center, 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 including Avance Latino and Asian Connections have been
designed and developed for specifically targeted groups and are offered during August and again in
January for new incoming students on the Lowell Campus. These programs are designed to ease their
transition to college and to help them explore the steps needed to be successful students. Additionally,
students meet and build relationships with their fellow students, faculty, and staff. As a result, a majority
of the students who use the Multicultural Center are connected, join various student focused
organizations, and use college resources appropriately to support their success.
To assess the impact of our program, Multicultural Center staff implemented surveys and focus groups
with International students to gather evidence on engagement, student learning, and achievement. Here
are some of our findings:
•
67% of respondents reported serving in a leadership role in one or more Multicultural Clubs or
programs
•
83% of respondents reported becoming more confident due to their involvement in our
programs
•
100% of respondents reported having learned and understood more about other cultures
•
92% of respondents reported having become better at understanding and cooperating with
students of diverse backgrounds
•
100% of respondents reported that they believe that the Multicultural Center creates
opportunities for students to develop camaraderie with peers from diverse backgrounds and
fosters a climate that embraces and develops cross-cultural awareness and personal growth.
2011-2012 Fact Book
Student Engagement
31
Serving Veterans at Middlesex Community College
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.
Number of Student Veterans on Campus Between Fall 2007 and Fall 2011
484
409
334
221
Fall 2007
244
Fall 2008
Fall 2009
Fall 2010
Fall 2011
Specifically, the College offers the following resources:
A Veterans Resource Center on the Bedford and Lowell Campuses. An average of 20 to 25 students
use the Center on a daily basis for study and conversation, connecting with peers and with others. A
Psychology Professor at MCC volunteers in the Veterans Resource Center one morning per week. Work
study students, who are also veterans, work in each of the Veterans Resource Centers. Staff members
are available on both campuses to assist with academic, social, and financial issues (GI Bills, housing
allowances).
Veterans Club. The Veterans Club was established to engage veterans, develop camaraderie and to
create opportunities for conversations among veterans on campus. 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.
Partnerships. MCC worked with the MGH Home Base Program, the Veterans Administration and the
Nicola Foundation who provide services to veterans. As part of a grant involving multiple colleges, a
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.
2011-2012 Fact Book
Educational Partnerships
32
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 college-level courses. In fall 2011, 231 high school students enrolled in MCC for
college credit.
Growth in Dual Enrollment
Academic Years 2009-10 to 2011-12
330
213
103
2009-10
2010-11
2011-12
The ultimate goal of our Dual Enrollment Academy is to increase the college-ready population in
Massachusetts by expanding dual enrollment opportunities to a greater number of students who would
otherwise have limited access or no access to an early college experience. These students completed
coursework in a wide variety of different college-level courses, with the assistance of $29,100 of state
grant monies. Further, 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.
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
on-line. 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.
The Commonwealth Dual Enrollment Program encourages the enrollment and participation of students
interested in STEM (Science, Technology, Engineering and Math) as well first generation college
students. They also place emphasis on courses that would satisfy requirements for the Mass Transfer
Program. Our MCC Dual Enrollment Academy focuses our attention on all of these areas in helping
recruit and enroll students for our program.
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
2011-2012 Fact Book
33
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 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.
Dual Enrollment Students
Successful Course Completion Rate
Academic Year 2009-10 through 2011-12
Credits
Attempted
Credits
Earned
Course
Completion
2009-10
1183
1048
88.5%
2010-11
1748
1488
85.1%
2011-12
2764
2576
93.1%
Middlesex served dual enrollment students from the following high schools in 2011-12.
Acton-Boxborough Regional HS
Andover High School
Arlington High School
Ayer High School
Bedford High School
Belmont High School
Billerica Memorial 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
And Home-Schoolers
MCC and Lowell High School collaborated on the implementation of a comprehensive dual enrollment
program that was launched in fall 2011. The program offers general education courses that are
transferable through the MassTransfer Block. Lowell High students took the following courses onsite at
Lowell High School.
•
•
•
•
•
ENG 101 English Composition I
ENG 102 English Composition II: An Introduction to Literature
PSY 101 Introduction to Psychology
ENV 115 Environmental Studies
MAT 270 Calculus I
2011-2012 Fact Book
34
Middlesex Community College – Billerica Memorial High School
Early College High School
The Middlesex Community College-Billerica Memorial High School Early College High School is
committed to supporting students’ academic achievement and providing opportunities for teacher
professional development. The goals of the Early College High School are to:
•
•
•
•
increase the number of students who earn college credit before high school graduation
increase the number of students who attend college
decrease the number of students who require developmental coursework
increase the number of students who complete an associate degree within 3 years and a
bachelor’s degree with 6 years of high school graduation.
In 2011-2012, twenty-nine sophomores participated in the MCC-BMHS Early College High School
program by enrolling in a 9-credit learning community taught over an entire academic year. The learning
community consisted of the following courses:
•
•
•
ENG 101 English Composition I
HST 121 US History Before 1865 and
CSS 101 On-Track: A First Year Student Success Course
Ninety-three percent of students earned a C or higher in all three classes and will continue in the second
year of this pilot program. In addition, students were offered early ACCUPLACER testing and college
advising. BMHS and Middlesex teachers participated in professional development focused on students’
readiness for college-level English, team-based learning, and integrative teaching and learning.
2011-2012 Fact Book
35
Taking the Leap for College-Level Writing
In spring 2012, thirty-two high school, community college and university faculty from the disciplines of
English and social science/social studies participated in Taking the LEAP to Readiness for College-level
Writing. Their participation involved mapping the new Massachusetts Curriculum Framework for English
Language Arts (ELA) to the Association of American Colleges and Universities (AAC&U) Written
Communication VALUE Rubric which stems from the Liberal Education for America’s Promise (LEAP)
initiative. Faculty also practiced using the rubric to assess authentic student writing samples from the
three segments of education (high school, community college and university).
This project is part of our efforts to continue our collaborations with K-16 colleagues to address the
college readiness gaps faced by our students. An outcome of this work was a discovery that the
Massachusetts framework for ELA has significant overlap with the LEAP Written Communication VALUE
Rubric. In addition, each faculty member created an individual or group project that involved revising an
existing assignment or rubric to reflect components of college-level writing included in the LEAP Written
Communication VALUE Rubric.
Faculty from the following institutions participated in this exciting initiative.
The University of Massachusetts – Lowell
Greater Lowell Technical High School
Lowell High School
Minuteman High School
2011-2012 Fact Book
36
Lowell High School Partnerships
MCAS Pathways Program
The MCAS Pathways Program at Middlesex 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 science 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. Pathways staff also work with students to assist them in accessing higher education and/or
workforce opportunities.
Out of School Youth Development Center
This year-round initiative at MCC’s Lowell campus provides 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
This 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
This program at Lowell High School provides bilingual/bicultural case management services to students in
grade 12 and their parents, which include 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.
MCC Music Department Outreach Collaboration with Lowell 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.
MCC Law Center Student Conflict Resolution Experts Program (SCORE)
Founded in 1989 and located on the Lowell campus, the MCC Law Center 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.
TRIO Educational Talent Search
This program 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 percent of Talent Search graduates are placed at Middlesex.
TRIO Upward Bound
This 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.
2011-2012 Fact Book
37
Middlesex Community College and
University of Massachusetts Lowell
Lowell Connections
Middlesex Community College and the University of Massachusetts Lowell began the Lowell Connections
Program in 1998. Its mission is to prepare students who have applied to U Mass Lowell but have not yet
met entrance requirements to successfully transfer after one year at MCC and be effective in a university
environment. Lowell Connections offers customized advising, academic planning and selected course
work at Middlesex. Those students who successfully complete their Lowell Connections courses are
prepared to enter specialized baccalaureate programs, such as engineering, computer science, music, or
management. This unique program provides a completely individualized approach for students to acquire
skills and earn credits for transfer to the University. Students also have the option of completing an
Associate Degree Program at MCC and then transferring to U Mass Lowell under MassTransfer.
Since 1998, nearly 2191 students have enrolled in Lowell Connections. As of August, 2012, nearly 840 of
these students have achieved their goal of admission to the University of Massachusetts Lowell, 180
students were admitted to another baccalaureate degree granting institution, 122 students transferred to
another Associate degree granting college, and 220 students are still enrolled in the program.
Lowell Connections Program Student Outcomes
Admitted to the
University of
Massachusetts
Lowell
38%
Admitted to
Another
Baccalaureate
Level College
8%
Admitted to
Another Associate
Degree Level
College
6%
Still Enrolled at
MCC
10%
Left Without Being
Admitted to
Another College
38%
2011-2012 Fact Book
Adult Education
38
Adult Education
Adult Learning Center. 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 2011-2012 academic year, 103 students from 23 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 2011 academic year, 20 students
completed a GED, with an additional 23 testing. Of these graduates, 8 enrolled in our transitions to
college program, Links, while several others enrolled in MCC or entered a training program, such as LPN
or cosmetology.
Early Childhood Education/Community Partnerships.
MCC’s Early Childhood Education
Department is beginning a new collaboration 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.
Links. The Links Program is a Department of Elementary and Secondary Education grant-funded
transition to college partnership with Middlesex Community College. It has been offered at the Bedford
Campus since spring of 2000. The program is aimed at adults who would benefit from a cohort program
and offers 7-10 college and institutional credits as a start to college. Eligible students are Massachusetts’
residents, have either a G.E.D. or a high school diploma (preference is given to GED graduates from
DESE programs, 80 percent), and place into Basic Writing [ENG 071], Preparation for College Math I
[MAT 001], or both. In addition to the developmental classes, Basic Writing and/or Preparation for
College Math I, the Links Program includes the following core classes and services:
•
•
•
•
•
•
Freshman Seminar for the Adult Learner (1 credit)
Prepares students by focusing on motivation, time management, and organizational and study
skills
Career Development Seminar (non-credit)
Provides an in-depth evaluation of interests, skills, and career opportunities
Explorations in Science (3 credits)
Introductory hands-on science course will familiarize students with chemistry, biology, energy and
environmental issues
Students will have fulfilled the requirements to complete the Links Program by successfully achieving
passing grades and by good attendance--- policies shared by the Links Program and MCC. Students are
then ready to mainstream into English Composition I and/or the next level of math. Since its inception in
spring of 2000, the Link’s Program has served 263 students; 69 of these students advanced their
academic careers by earning a degree, a certificate, or by transferring MCC credits to another institution.
As of spring 2012, approximately 31 of these students have earned a degree at MCC, approximately
eight students have earned a certificate at MCC, and approximately 38 students have transferred to
another school. Of the students who transferred, approximately 17 had earned degrees from Middlesex
Community College, and approximately 21 transferred without a degree, but as a group have earned
2011-2012 Fact Book
Adult Education
39
approximately 618 credits, or approximately 29 credits each. In addition, at least four students used Links
specifically as a preparation to career training.
The English Learner Institute. The English Learner Institute (ELI) is a noncredit 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 noncredit 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.
Fiscal Year 2012
Enrollments
Completions
Success Rate
Prepare to Attend College Courses
107
90
87%
All English Language Institute
Courses
158
103
65%
2011-2012 Fact Book
Entrepreneurship
40
Deshpande Foundation
Merrimack Valley Sandbox
The college works closely with the Deshpande Foundation to create entrepreneurial opportunities for our
students. MCC is one of four colleges selected to participate in the Deshpande Foundation’s “Merrimack
Valley Sandbox” (Sandbox) initiative since its inception. The objective of the Sandbox is to help the cities
of the Merrimack Valley as they transition from the industrial economy into the New Economy.
Within the Sandbox is a program known as “Campus Catalyst.” This program supports innovation by
encouraging student entrepreneurs to address the challenges of the region. The goal of Campus
Catalyst is to provide students with financial resources to develop a for-profit or non-profit project that will
provide a solution to a local need while allowing students to view entrepreneurship as a viable career
option. Additional financial support for student projects is provided by the Desai Family Foundation. Four
MCC student teams competed in Spring 2011, 7 in Fall 2011, and 20 in Fall 2012.
In order to further promote entrepreneurship and support faculty and students, in 2012 the Deshpande
Foundation provided a grant designed to bring a successful local entrepreneur into classrooms to speak
about entrepreneurship and the local economy. This position is known as the Entrepreneur-inResidence, and is modeled after a concept originated at the University of North Carolina.
Both the college and the foundations seek to transform the region into a place where entrepreneurs are
rapidly identifying solutions to local problems and implementing them for the benefit of their community.
High School Business Plan Competition
The Middlesex Community College High School Business Plan Competition provides students with the
opportunity to write and present a business proposal from the viewpoint of an entrepreneur seeking
financing to start a new business. The competition format allows the students to demonstrate mastery of
essential business skills as they relate to the analysis of a business opportunity. Each student competitor
develops a unique marketing and promotional plan and creates a realistic financial plan.
The written presentation includes a description of a product or service, an analysis of the geographic,
demographic and economic trading area; as well as an assessment of the student’s actual personal
experience in the area. The oral presentation includes 15 minutes before two judges who will ultimately
answer the question: would I invest money in this person’s proposal.
Every student receives valuable feedback from the panel of judges, and the top three students win cash
prizes. In 2012, nineteen students from three high schools (Lowell High School; Greater Lowell Technical
HS; and Minuteman HS) participated.
2011-2012 Fact Book
41
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 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 accomplishments this year include:
•
An articulation agreement was developed that allows students who complete the non-credit
Certified Nursing Assistant Program to apply for college credit. The criteria and request for
articulation credit has been approved.
•
An Adobe Creative Suite Program has been developed. This is based on the former non-credit
Graphic Design program.
•
An articulation agreement was developed that allows students who complete the non-credit Web
Design Certificate to apply for college credit. The criteria and request for articulation credit has
been approved.
•
An articulation agreement has been signed to award one college credit for the completion of the
non-credit Project Management Fundamentals course. Secondly, it has been determined that if a
student passes the exam to attain the PMP credential governed by the Project Management
Institute, 3 credits will be awarded through experiential learning for the credit bearing Project
Management Course.
•
A non-credit to credit pathway for students taking the Society for Human Resource Management
(SHRM) courses has been established. Any student that attains a PHR or SPHR certification will
be awarded 3 credits for a Human Resource Management course through experiential learning.
2011-2012 Fact Book
42
Corporate Education and Training
Corporate Education and Training meets an ongoing business need for cost-effective training that
accommodates specific corporate needs and achieves measurable results. It also provides employees
with a variety of broad-based knowledge and specialized skills to navigate the complex, ever-changing
business world. Participants master new technologies and increase and enhance their literacy and
management skills.
Offerings range from professional development instruction for managers and supervisors to courses in
adult basic education and English for Speakers of Other Languages A representative sampling of credit
and non-credit programs offered for its clients includes Business Administration, Telecommunications,
Manufacturing and a variety of in-service, safety related trainings; certificates in Early Education and
Care, Management Development and Leadership; and courses in Allied Health, Microcomputer
Applications, Lean Manufacturing and Criminal Justice/Security Administration. In addition, there are also
courses and workshops in Basic Mathematics, English for Speakers of Other Languages, Business
Writing and Report Preparation, Team Building, First Line Supervision, Computer-Aided Design and
Presentation Skills, and Biotechnology, as well as other professional and skill development programs.
Corporate Education and Training Service Region
• Acton
• Arlington
• Bedford
• Billerica
• Boxborough
• Burlington
• Carlisle
• Chelmsford
• Concord
• Dunstable
• Lexington
• Lincoln
• Littleton
• Lowell
• Maynard
• Stow
• Tyngsboro
• Westford
• Wilmington
• Winchester
• Woburn
2011-2012 Fact Book
43
Corporate Education and Training
Companies and Organizations Served Since 2004
Company/Organization
Town
Accurev
Acre Family Daycare*
Advancian Realty*
AMCI*
AMD Global Telemedicine*
Analog Devices
Applied Science Labs
Arlington Fire Department
American Science & Engineering (AS&E)
Associates in Dental Health*
Au Bon Pain
Axsun Technologies
Barton Associates*
BCD Travel*
Bedford Fire Department
Big Paper Design*
Billerica.org*
Billerica Public Schools
Boxborough Fire Department
Brookhaven
Business Intelligence Advisors*
Cambridge Fire Department
Cambridge Technology
Carleton-Willard Village
CEI
Charles River Labs*
Charrette
Childcare Search
Circles*
City of Lowell
Clarendon Family Daycare*
CMC Torque*
Combined Insurance*
Communities United*
Community Teamwork, Inc.
Concord Prison
Courtyard Concepts*
CTI*
Curtis 1000
Diamond Antenna/Microwave
Dracut Public Schools
DSM Neoresins
DumBo Daycare
Eagle Bank*
EFTS
Eliot Community Human Services
EMD Lexigen
Entegris Corp.
Lexington, MA
Lowell, MA
Reading, MA
Woburn, MA
Chelmsford, MA
Wilmington, MA
Bedford, MA
Arlington, MA
Billerica, MA
Bradford, MA
Boston, MA
Billerica, MA
Peabody, MA
Woburn, MA
Bedford, MA
Westford, MA
Billerica, MA
Billerica, MA
Boxborough, MA
Lexington, MA
Boston, MA
Cambridge, MA
Lexington, MA
Bedford, MA
Lowell, MA
Wilmington, MA
Woburn, MA
Concord, MA
Tewksbury, MA
Lowell, MA
Lowell, MA
Billerica, MA
Tewksbury, MA
Woburn, MA
Lowell, MA
Concord, MA
Chelmsford, MA
Lowell, MA
Chelmsford, MA
Littleton, MA
Dracut, MA
Wilmington, MA
Lowell, MA
Lexington, MA
Lowell, MA
Lexington, MA
Billerica, MA
Billerica, MA
2011-2012 Fact Book
Town
Enterprise Bank*
ERA Morrison Real Estate*
Family Child Care Association
FLIR Systems
FujiFilm
Grace Family Daycare*
Greater Visions Children's Center
Haverhill Fire Department
HC Stark
Heritage Manor
Howland & Greene Consultation*
Hub International*
Hyaluron
Insultab
Integra Radionics
iRobot*
ITT Cleveland Motion Controls*
Jacobs Engineering*
James L. Cooney Insurance
Kathy's Building Blocks Nursery School*
KaZak Composites, Inc.
Keyspan
Kindercare
Lahey Clinic*
Ku’s Tae Kwon Do*
L-1 Identity Solutions*
Lahey Clinic*
Laser Services*
Lawrence Fire Department
Lexington Police Dept
LifeCare Center
LifeLinks*
Lincoln Tech Institute
Little Hands Daycare*
LMI Pumps
Lowell Devils
Lowell General Hospital*
Lowell Police
Lowell Public Schools
M/A Com, Inc.
M/A Com Federal Credit Union
MAFCU*
Mass Council on Gambling*
Mass. Colleges Online
MassBank
MC Assembly*
Medford Fire Department
Medtronic Inc*
Merrimack Education Collaborative
Merrimack Valley Insurance*
Methuen Fire Department
MetLife
Middlesex Sherriff's Office
Millipore
Lowell, MA
Billerica, MA
Billerica, MA
North Billerica, MA
Bedford, MA
Lowell, MA
Chelmsford, MA
Haverhill, MA
Newton, MA
Lowell, MA
Lowell, MA
Wilmington, MA
Burlington, MA
Woburn, MA
Burlington, MA
Bedford, MA
Billerica, MA
Lincoln, MA
Lowell, MA
Dracut, MA
Woburn, MA
Waltham, MA
Billerica, MA
Burlington, MA
Winchester, MA
Billerica, MA
Burlington, MA
Westford, MA
Lawrence, MA
Lexington, MA
Framingham, MA
Lowell, MA
Lowell, MA
Lowell, MA
Acton, MA
Lowell, MA
Lowell, MA
Lowell, MA
Lowell, MA
Lowell, MA
Lowell, MA
Brookline, MA
Haverhill, MA
Haverhill, MA
Chelmsford, MA
Winchester, MA
Medford, MA
Littleton, MA
Chelmsford, MA
Billerica, MA
Methuen, MA
Lowell, MA
Billerica, MA
Billerica, MA
2011-2012 Fact Book
44
Town
Mya's Daycare
Nelly Family Daycare*
New Brunswick Community College
New England Rehabilitation Hospital*
Newton Fire Department
New England Research Institute*
North Eastern Massachusetts Law Enforcement Council
Northwood Rehab.
Odyssey Systems*
Old Mother Hubbard
Palm Manor
Pocasset Partners*
Project Cope
Publishers Circulation Fulfillment*
Raytheon
Salter Health
Scheidt & Bachmann
Schott Solar
Screenprint / Dow
Setra Systems
Staples
Suffolk University*
Sunny Delight*
Sun Life Financial*
Sylvania*
Sullivan Bille Group
Sunny Delight
Terry's Tots*
The Edge Group*
Titan Systems
Town of Billerica
Town of Westford
Toxikon
Transition Consulting*
Tremco Police Products
Tyngsboro Public Schools
UMASS Lowell
Unifirst
University of Pittsburgh Medical Center
UPS
Verizon
Verne Powell Flutes
Waddington, North America*
Walgreens*
Waltham Fire Department
Washington Savings Bank
Watertown Fire Department
Westford House
William George Associates*
Willow Manor
Woburn Creative Start
Woodbriar
Zurick Davis*
Lowell, MA
Lowell, MA
New Brunswick, Canada
Woburn, MA
Newton, MA
Watertown, MA
North Reading, MA
Framingham, MA
Wakefield, MA
Lowell, MA
Chelmsford, MA
Acton, MA
Westford, MA
North Billerica, MA
Andover, MA
Winchester, MA
Burlington, MA
Billerica, MA
Wilmington, MA
Boxborough, MA
Framingham, MA
Boston, MA
Littleton, MA
Wellesley, MA
Danvers, MA
Tewksbury, MA
Littleton, MA
Lowell, MA
Lowell, MA
Billerica, MA
Billerica, MA
Westford, MA
Bedford, MA
Waltham, MA
Bedford, MA
Tyngsboro, MA
Lowell, MA
Wilmington, MA
Pittsburgh, PA
Chelmsford, MA
Marlboro, MA
Maynard, MA
Chelmsford, MA
Lowell, MA
Waltham, MA
Lowell, MA
Watertown, MA
Lowell, MA
Burlington, MA
Lowell, MA
Woburn, MA
Wilmington, MA
Woburn, MA
45
* Denotes an employer that was serviced during the 2011-2012 year as of June 2012
2011-2012 Fact Book
46
Corporate and Community Education and Training
Workforce Training 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. A sample of programs offered in 2011-2012 includes the following.
•
Secured and implemented a Workforce Training Fund grant with MetLife that focused on
communication and customer service training for their customer service associates. Courses
included: Communicating Effectively by Phone, Written Communications with Customers,
Managing Multiple Priorities in the Workplace, and Customer Service.
•
Secured and implemented a Workforce Training Fund grant with ITT Cleveland Motion
Controls. The goal of the grant was to increase the reading, writing, and critical thinking
skills of their line staff and to effectively cross-train production workers in all manufacturing
cells. Starting in June 2012, we offered three sections of Reading and Writing in the Workplace.
•
Offered training to over 300 LifeLinks, Inc. employees in the following areas: CPR, First Aid,
Medical Administration, Human Rights and Driver’s Education. Courses are conducted at MCC
in order to provide employees exposure to taking classes in a college setting. In addition,
Business and Industry collaborated with the Human Services department to conduct a course in
Fundamentals of Community Services in Mental Retardation for the Urban Youth program.
•
Worked with the Transportation Security Administration (TSA) in 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 and Criminology to the TSO’s. MCC has been selected to
provide contract training for the Officers working at Logan International 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.
•
Developed and conducted a Management Development Skills training program for Cabot
Corporation in Billerica, MA. The training included twenty five employees from Cabot’s offices
throughout the Boston area. Main areas of focus included: leadership, strengths-based
management, effective communications, managing conflict, and team building.
•
Delivered an onsite course in Child Growth and Development to employees at Mount Hope
Christian School.
•
Offered Myers-Briggs Type Inventory training to Acme Packet in Bedford.
•
Customized and delivered three training courses to the employees of HUB International in
Wilmington.
The three courses were Finance for Non-Financial Managers, Budgeting,
BlackBerry, and iPhone.
•
Offered Beginning and Intermediate Excel courses for the Town of Acton. The training program
was delivered at the Lowell Campus.
2011-2012 Fact Book
•
Managed the Verizon Next Step Program which is in its sixteenth year at MCC. We manage
two cohorts annually (All day Monday and Tuesday). All classes were offered at the Bedford
Campus. This year, seventeen students completed their requirements for Associate in Applied
Science with a focus on Telecommunications Technology.
•
Offered various English Speakers of Other Languages (ESOL) programs. We have been
running an on-going ESOL program at Setra Systems which is funded through a Workforce
Training Fund Grant. Also, we worked with Lowell General Hospital and Saints Medical
Center to offer ESOL and communications training for their staff. Middlesex also offered an
ESOL for Manufacturing program through open enrollment for the fall and spring semesters.
•
Offered Project Management to American Science and Engineering.
•
Worked with the Early Childhood Department to create a Child Development Associate
course that prepared child care workers for the CDA Certification Exam. The course ran during
the summer with an overall goal of adding to the credentials of child care workers and improving
the quality standards of individual child care centers.
•
Offered the non-credit Nursing Assistant program three times a year. This program is a 100hour certificate training program to prepare students for an entry level career as a Nurse
Assistant, as well as obtain a certification as a Home Health Aide. The goal of the Nurse
Assistant Training program is to prepare students for the Massachusetts state certification exam.
•
Provided e-learning and Blending Learning (hybrid) classes to companies and individuals in
collaboration with the MCC’s distance-learning department. We have been working with the
Massachusetts Council on Compulsive Gambling to develop and host courses in:
Recognizing and Managing Counter Transference; the Gambling Brain; Gambling in the Latino
Community; and High School and College Student Gambling. We have additionally created and
offered web classes for the Northeastern Massachusetts Law Enforcement Council and
Lowell Police Department.
•
Offered the Emergency Medical Technician course (EMT100 40) on the Bedford campus.
This course provided students with the information needed to qualify for the Massachusetts
Emergency Medical Technician - Basic Examination. Business and Industry Programs also
supported the scheduling of the EMT State Examinations that run on the Bedford
campus.
•
Collaborated with the Society of Human Resources Management to offer continuing education
courses for HR professionals: PHR/SPHR Certification Exam Prep and HR Essentials.
•
Collaborated 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 with an update of nursing concepts and skills needed to re-enter the nursing
workforce in acute care, and/or long term care. The goal of the program was to provide students
a supportive learning environment necessary to refine skills and develop a sound knowledge
base needed to practice in today's complex health care environment. The program consisted of
72 hours of theory and of hands-on practice in MCC’s nursing skills lab.
•
Trained Registered Dental Hygienists in local anesthesia techniques and prepared them for the
NERB Exam and Permit L to administer local anesthetic.
•
Offered a Technical Writing Certificate Program which provided students with the skills and
tools to clearly and accurately inform users about technical information. In this 120 hour post
graduate non-credit certificate program, students learned how to conduct audience and task
analysis, worked with subject matter experts, learned about product documents and the product-
47
2011-2012 Fact Book
48
development cycle, wrote clear procedures, reviewed and revised technical information, managed
projects, and made content usable.
•
Offered a series of web development courses: JAVA, HTML 5, Database and SQL, Scripting
Languages, and E-Commerce.
•
Offered a series of courses that culminated in a noncredit web design certificate: Photoshop
Skills for the Web, Dreamweaver Basics and Essentials, HTML & CSS Basics, Advanced
Dreamweaver and CSS, and Maintaining a Website.
•
Offered an Energy Auditor Training for local commercial/institutional or industrial energy
auditors.
•
Offered a Social Media Certification that consisted of 8 courses designed to provide participants
with information to market a small business. Classes included: Introduction to Social Media,
There’s a lot to “like” about Facebook, LinkedIn, Twitter Launch for Small Business, YouTube,
Pinterest, Google + is worth all the fuss, and Social Media Marketing Plan.
•
Offered an Adobe Creative Suite program to provide an overview of graphic design software
and the job market. Included were Photoshop, InDesign and Illustrator.
2011-2012 Fact Book
49
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 job
seekers 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 123,000 job seekers and assisted
6,675 local area employers. The center is chartered by the Metro North Regional Employment Board and
is one of thirty-four 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 30 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, project managers, accountants, software
engineers, truck driver/CDL, customer service skills, and home health aide. Over six hundred and fifty
local employers rely on The Career Place 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.
Since it opened in 1997, the Career Place:
•
•
•
•
•
Served over 123,000 individuals.
Provided workforce development assistance to 6,675 local companies.
Filled 29,701 job vacancies in the regional economy.
Placed residents in jobs averaging over $20.00 an hour.
Administered 7,459 high stakes tests for licensed occupations through a partnership with ACT in
Iowa and PAN.
In 2011-2012, the Career Place:
•
•
•
•
•
•
•
•
•
•
Served 9,759 individuals
Provided workforce development assistance to 656 local companies
Placed 2,404 individuals in jobs averaging over $24.00 an hour
Conducted 8 job fairs
Provided 284 high school students with career development services and placed 88 of
them into part-time unsubsidized jobs through a partnership with three area school
districts
Provided services to 731 customers with disabilities, 2,850 older workers (55+), 666
veterans, 2,236 minorities, and 1,451 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 485 individuals through
a partnership with ACT in Iowa and PAN
Assisted over 300 welfare recipients annually to move from dependency to self-sufficiency
Served over 400 low-income at risk youth in career readiness
2011-2012 Fact Book
50
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
1. 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.
2. 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.
3. 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.
2011-2012 Fact Book
51
Merrimack Valley Small Business Assistance Center
A program of Community Teamwork, Inc. (CTI), the Merrimack Valley Small Business Assistance
Center works in collaboration with Middlesex Community College, the City of Lowell’s Department
of Planning and Development and the University of Massachusetts Lowell.
The Center provides entrepreneurs from ethnically and economically diverse groups around the
Merrimack Valley with the education, tools, and resources necessary to launch, expand, and
sustain small businesses. In the past year, 297 individuals came to us for at least one service:
85% of those were low to moderate-income individuals, 57% were women, and 46% were
minorities.
•
•
•
•
•
•
•
The Center provided 44 workshops over the course of the year with 376 in attendance.
The Center offered Right Start Entrepreneurial 6 times throughout the year. 29
entrepreneurs graduated from our Right Start training. 3 graduates have already started
their business
The Center worked with 20 YouthBuild students to implement 4 business ideas (a store,
record label, construction, and candles) through the Community Catalyst program.
The Center partnered with Acre Family Day Care to provide 4 workshops to their providers
on how to write a business plan.
The Center gave a business plan workshop to 31 CTI Home Child Care Providers.
78 clients received more than 5 hours of technical assistance (this includes both one-onone counseling and training / workshops)
Assisted 17 business starts over the last year, creating 18 jobs.
2011-2012 Fact Book
Admission
Fall 2011
Top Ten Feeder High Schools
Lowell High School
202
Greater Lowell Regional Vocational Technical School
166
Lawrence High School
150
Shawsheen Valley Vocational Technical High School
88
Dracut Senior High School
88
71
Woburn High School
54
Tewksbury High School
53
Methuen High School
51
Chelmsford High School
46
*Source: Fall 2011 HEIRS freeze file and Banner Student Information System
Book
2011-2012 Fact
52
Admission
53
High School Articulation Agreements
High School
Agreement
Assabet Valley Regional Technical High School
Adult Licensed Practical Nursing Program
Billerica High School
Accounting
Greater Lawrence Technical High School
Co-Op/All Technical Programs
Biotechnology
Office Technology
Culinary Arts
Electronics Technology
Keyboarding Courses
Greater Lowell Technical High School
Accounting
Programming & Web Development
Adult Licensed Practical Nursing
Computer Aided Design
Cooperative Education
Culinary Arts
Electronics
Office Technology
Leominster High School
Drafting/Computer Aided Design
Lowell High School
Business courses / All Programs
Culinary Arts
Robotics & Visual Basic courses
Technology Academy
Minuteman High School
Biotechnology Career Academy
Hospitality
Post-Secondary Carpentry
Computer Technology
Culinary Arts
Early Care and Education
Office Technology
Pro-Tech Automotive - Post Secondary
Telecommunications Fiber Optics
Montachusett Regional High School
Computer Aided Design / Drafting
2011-2012 Fact Book
Admission
Nashoba Valley Technical High School
54
Culinary Arts
Dental Assisting
Electronics & Robotics
Programming & Web Development
Northeast Metropolitan Regional High School
Computer Aided Design/Drafting
Rindge School of Technical Arts
Shawsheen Valley Technical High School
Adult Licensed Practical Nursing
Business Technology
Computer Science & Internet Technology
Cooperative Education
Culinary Arts Program
Culinary Arts - Billerica House of Correction
Electronics
Whittier Regional Vocational Technical High School
Culinary Arts
Woburn High School
Accounting Courses
Computer Applications Courses
Microsoft Word Course
2011-2012 Fact Book
Admission
55
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.
Fall Applicants, Admits, New Enrollees
10000
9000
9076
8590
8598
8873
8303
8000
7000
8222
8034
7852
8012
7533
6000
5000
4000
3000
4031
4220
4132
4012
4046
2007
2008
2009
2010
2011
2000
1000
Fall
2007
2007
Yield
Rate
2008
2008
Yield
Rate
2009
2009
Yield
Rate
2010
2010
Yield
Rate
2011**
Applicants
8590
9076
8598
8873
8303
Admitted
8034
8222
7852
8012
7533
Enrolled
4031
47%
4220
46%
4132
48%
4012
45%
4046
2011
Yield
Rate
49%
*Source: Banner
**Reduced number of applicants reflect a change in the college re-admission policy
2011-2012 Fact Book
Entering Students Academic Skills
56
First Time in College Students
Academic Skills by Academic Discipline
Writing Placements
English Fundamentals
ENG 065 (formerly EN 1100)
Basic Writing
English Composition
Reading Placements
Required Reading Course
(ENG 050, ENG 055, or ENG 060)
Recommended Reading Course
(ENG 075 or ENG 080)
No Reading Course Necessary
Math Placements
**Fundamentals of Mathematics
MAT 060 (formerly MA 1101)/RampUp 1
**Fundamentals/Algebra I
**Algebra I
Algebra I/II
MAT 075 (formerly MA 1140) RampUp 1
Algebra II
MAT 080 (formerly MA 1104)
Intermediate Algebra
Placed Higher than Intermediate Algebra
Fall
2007
Fall
2008
Fall
2009
Fall
2010
Fall
2011
161
150
172
105
94
884
837
915
960
973
730
863
1010
914
837
Fall
2007
Fall
2008
Fall
2009
Fall
2010
Fall
2011
598
622
614
562
552
301
327
359
358
350
965
1011
1205
1156
1126
Fall
2007
Fall
2008
Fall
2009
Fall
2010
Fall
2011
560
545
574
516
1223
182
205
246
261
N/A
286
307
323
320
N/A
201
207
204
193
N/A
421
465
567
529
539
154
183
215
198
215
52
62
64
53
46
*Source: Fall 2011 HEIRS freeze file. Students from Table; Data from Banner
**Course discontinued. RampUp 1(formerly MAT 060 and MAT 065 students and Fall 2011 MAT 070
and MAT 075 students). RampUp 5 (as of Fall 2012 formerly MAT 070 and MAT 075)
2011-2012 Fact Book
57
Prepared for College Level Coursework
Below are the entry assessment test scores of Middlesex Community College degree seeking
students who were attending college for the first time. College level Reading is considered a
score of 68 or higher on the placement tests. College level Writing is placement in English
Composition (ENG 101). College level Math is placement in Algebra II (MAT 080) or higher.*
Percent of Entering Students Who Placed into College
Level Courses By Discipline
100%
90%
80%
70%
72%
68%
68%
41%
47%
60%
50%
40%
30%
46%
48%
48%
73%
73%
46%
44%
Reading
Writing
Math
47%
45%
40%
20%
10%
0%
Fall 2007
Fall 2008
Fall 2009
Fall 2010
Fall 2011
Fall 2007
Fall 2008
Fall 2009
Fall 2010
Fall 2011
First Time Degree Seeking
1923
2081
2317
2158
2076
# of Students Tested - Reading
# of Students Tested - Writing
# of Students Tested - Math
1864
1776
1856
1960
1850
1974
2178
2097
2193
2076
1969
2070
2028
1904
2023
1514
914
973
1476
837
800
Placed at College Level Reading
1266
1338
1564
Placed at College Level Writing
730
863
1010
Placed at College Level Math
828
917
1050
2011-2012 Fact Book
58
By Placement into Developmental Courses
35%
30%
25%
20%
15%
10%
Fall 2007
Fall 2008
Fall 2009
Fall 2010
Fall 2011
No Developmental Subjects
One Developmental Subject
Two Developmental Subjects
Fall
2007
Fall
2008
Fall
2009
Fall
2010
Placed into No Developmental
Subjects
513
656
757
652
Reading Only
39
42
36
30
Writing Only
234
219
269
261
Math Only
274
332
378
340
Placed into One Developmental
Subject
547
593
683
631
Writing & Math
303
252
299
343
Reading & Writing
110
106
112
118
Reading & Math
51
63
59
81
Placed into Two Developmental
Subjects
464
421
470
542
Reading, Writing, & Math
399
411
407
333
Placed into Three Developmental
Subjects
399
411
407
333
First Time in College
1923
2081
2317
2158
Degree Seeking Students
Fall
2011
Fall 2011
% of
Total
502
51
225
371
24%
2%
11%
18%
647
426
75
85
31%
21%
4%
4%
586
341
28%
16%
341
16%
2076
100%
2011-2012 Fact Book
Fall Enrollment
59
By Head Count and Full Time Equivalent Students
11000
10000
9000
9516
9710
9840
5834
5921
5873
Fall 2009
Fall 2010
Fall 2011
8522
8124
8000
7000
6000
5000
4000
5133
4869
3000
2000
1000
0
Fall 2007
Fall 2008
Head Count
FTE
Fall 2007
Fall 2008
Fall 2009
Fall 2010
Fall 2011
Head Count: All
Students
8124
8522
9516
9710
9840
Credits Generated
73029
76994
87508
88820
88093
Full-Time Equivalent
4869
5133
5834
5921
5873
*Source: Fall HEIRS Freeze File
2011-2012 Fact Book
Fall Enrollment
60
By Student Type
Fall 2011 Enrollment by Student Type
First Time in
College
21%
Readmitted
7%
Continuing from
Previous Year
57%
Transferred to
MCC
9%
New Undeclared
Majors
6%
Fall
2007
Fall
2008
Fall
2009
Fall
2010
Fall
2011
Degree Seeking Students First
Time in College
1923
2081
2317
2158
2076
Readmitted** +
901
953
636
737
686
Transferred to MCC**
655
571
716
742
883
First Time in College Not Degree
Seeking**
623
721
573
546
555
Continuing Students - From
Previous Semesters+
4022
4196
5274
5527
5640
Total
8124
8522
9516
9710
9840
* Source: Fall 2011 HEIRS freeze file
** Admitted: Fall 2011
+ Policy change in 2009. Students considered continuing student if they enrolled within the past 5 years.
Previously continuing students had to be enrolled within the past year.
2010-2011 Fact Book
Fall Enrollment
61
Head Count by Day, Evening, Web
Day, Evening, Web Head Count Enrollment Trend
8000
6863
7021
3540
3586
1193
1370
1602
1693
Fall 2007
Fall 2008
Fall 2009
Fall 2010
7000
5844
7057
6136
6000
5000
4000
2865
3447
3158
3000
2000
1879
1000
0
Day Head Count
Evening Head Count
Fall 2011
Web Head Count
Fall 2007
Fall 2008
Fall 2009
Fall 2010
Fall 2011
Head Count: Day
5844
6136
6863
7021
7057
Credits Generated: Day
56174
56117
63425
63501
61925
Head Count: Evening
2865
3158
3540
3586
3447
Credits Generated: Evening
13375
14605
16447
17237
16763
Head Count: Web
1193
1370
1602
1693
1879
Credits Generated: Web
5108
5836
6851
7347
8628
*Source: Students from Fall HEIRS Freeze File; Campus information from Banner
2011-2012 Fact Book
Fall Enrollment
62
Head Count by Campus
Head Count Enrollment Trend by Campus
6000
5000
4847
4894
4936
4979
1602
1693
3
4
5066
4559
4230
4000
4032
4776
4181
3000
2000
1000
1193
1879
1370
0
1
2
Bedford Head Count
5
Lowell Head Count
Web HC
Fall 2007
Fall 2008
Fall 2009
Fall 2010
Fall 2011
Head Count: Bedford
4032
4181
4936
4979
4776
Credits Generated: Bedford
31567
32615
38900
38884
36420
Head Count: Lowell
4230
4559
4847
4894
5066
Credits Generated: Lowell
34341
36865
39866
40812
41402
Head Count: Web
1193
1370
1602
1693
1879
Credits Generated: Web
5108
5836
6851
7347
8628
*Source: Students from Fall HEIRS Freeze File; Campus information from Banner
2011-2012 Fact Book
Fall Enrollment
63
By Credit Load Status
Full-Time Students Are Enrolled in 12 hours or more
Part-Time Students Are Enrolled in 11 hours or less
Fall 2011 Enrollment by Credit Load Status
Full-Time
40%
Part-Time
60%
Fall
2007
Fall
2008
Fall
2009
Fall
2010
Fall
2011
Fall 2011
% of Total
Full-Time
3440
3670
4209
4190
3934
40%
Part-Time
4684
4852
5307
5520
5906
60%
Total
8124
8522
9516
9710
9840
100%
*Source: Fall 2011 HEIRS freeze file
2011-2012 Fact Book
Fall Enrollment
64
By Semester Student Credit Load
Fall 2011
Student Credit Loads
4000
3433
3500
3000
2500
2000
2241
1921
1744
1500
1000
501
500
0
1-4 Credits
5-8 Credits
9-11 Credits
12-14 Credits
15+ Credits
Fall
2007
Fall
2008
Fall
2009
Fall
2010
Fall
2011
Fall 2011 %
of Total
1-4 Credits
1663
1686
1715
1730
1744
18%
5-8 Credits
1677
1771
1985
2119
2241
23%
9-11 Credits
1344
1395
1607
1671
1921
20%
12-14 Credits
2975
3190
3670
3602
3433
35%
15+ Credits
465
480
539
588
501
5%
Total
8124
8522
9516
9710
9840
100%
*Source-Banner Student Information System: End of Term Data
2011-2012 Fact Book
Fall Enrollment
65
By Gender
In Fall 2011, 5673, or 58% of the credit students were female, and 4167,
or 42% of the credit students were male.*
Fall 2011 Enrollment By Gender
Male
42%
Female
58%
Fall
2007
Fall
2008
Fall
2009
Fall
2010
Fall
2011
Fall 2011
% of Total
Male
Female
3399
4725
3613
4907
4035
5479
4221
5489
4167
5673
42%
58%
Unreported
Total
0
8124
2
8522
2
9516
0
9710
0
9840
0%
100%
2011-2012 Fact Book
Fall Enrollment
66
By Race/Ethnicity
Of those who had race/ethnicity codes in Fall 2011, 34% were minority and 64%
were not minority. Other includes unreported races/ethnicities and non-resident aliens.*
Fall 2011 Enrollments by Race/Ethnicity
Minority
34%
Not Minority
64%
Other
2%
Race/Ethnicity
Fall
2007
Fall
2008
Fall
2009
Fall
2010
Fall
2011
Fall 2011
% of Total
Non-Resident Alien
74
79
95
97
102
1.0%
Black
American Indian/Alaskan Native
Asian/Hawaiian/Pacific Islanders
Hispanic
Cape Verdean
White
473
18
792
837
17
5823
516
27
837
968
21
5939
582
31
1005
1110
0
6555
631
31
1057
1294
0
6453
652
20
1014
1532
0
6328
6.6%
0.2%
10.3%
15.6%
0.0%
64.3%
Two or more races
Unreported
Total
90
8124
135
8522
30
108
9516
101
46
9710
136
56
9840
1.4%
0.6%
100.0%
**New IPEDS categories went into effect in 2009
2011-2012 Fact Book
Fall Enrollment
67
By Age Group
Fall 2011 Enrollment by Age Group
4700
5000
3054
4000
3000
2000
1105
980
1000
1
0
< 22
22 to 29
30 to 39
40 Plus
Unreported
Age Group
Fall
2007
Fall
2008
Fall
2009
Fall
2010
Fall
2011
Fall 2011
% of Total
< 22
4077
4233
4702
4709
4700
48%
22 to 29
2242
2402
2755
2895
3054
31%
30 to 39
932
926
1024
1072
1105
11%
40 Plus
861
953
1024
1033
980
10%
Unreported
12
8
11
1
1
0%
Total
8124
8522
9516
9710
9840
100%
2011-2012 Fact Book
Fall Enrollment
68
Veterans, Active Military, and Dependents
450
383
400
338
350
289
300
250
230
214
200
150
101
100
71
45
50
7
14
2007
2008
0
2009
Veteran/
Active Military
2010
2011
Spouse/
Dependent
Fall
2007
Fall
2008
Fall
2009
Fall
2010
Fall
2011
Veterans/Active Military
214
230
289
338
383
Spouses/Dependents
of Veterans and Active Military
7
14
45
71
101
*Source: Banner
2011-2012 Fact Book
Fall Enrollment
69
By Degree of Certificate Sought
Fall 2011 Enrollments by Degree Type Sought
Associate
Degree
Programs
88%
Certificate
Programs
4%
Undeclared
Majors
8%
Fall
2007
Fall
2008
Fall
2009
Fall
2010
Fall
2011
Fall 2011 %
of Total
Associate Degree Programs
6765
7118
8295
8440
8635
88%
469
451
335
425
365
4%
Undeclared Majors
890
953
886
845
840
8%
Total
8124
8522
9516
9710
9840
100%
2011-2012 Fact Book
Fall Enrollment
70
By Major
Major
Alcoholism/Substance Abuse
Biotechnology Technician
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 - Computer Applications
Business Technologies - General
Business Technologies - Office Mgt & Technical Systems
CAD Technology
CAD Technology Certificate
Computer & Telecommunications Operations
Computer Aided Design Day
Computer Forensics
Computer Forensics Certificate
Computer Science Transfer
Computer/Software & Networking
Computerized Accounting
Computers and Networking Technology Certificate
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
Diagnostic Medical Sonography Certificate
Direct Support Certificate in Human Services
Fall
2007
18
93
19
142
374
0
2
1
0
643
1
1
2
78
4
2
6
2
0
0
75
77
13
1
0
9
153
324
0
38
4
21
3
83
20
26
13
11
Fall
2008
27
85
26
150
362
0
0
2
0
725
0
0
2
74
3
0
5
5
18
0
83
98
8
0
0
16
148
375
0
49
8
19
5
79
18
23
13
13
Fall
2009
28
86
25
170
359
5
1
1
0
783
0
0
2
78
3
0
5
5
32
0
119
95
10
0
0
17
159
438
17
54
4
18
8
82
23
26
15
17
Fall
2010
30
132
34
143
331
0
0
2
0
793
0
0
1
60
2
0
10
0
37
0
130
93
10
0
10
8
127
365
135
45
4
22
9
72
32
26
0
24
Fall
2011
26
147
29
138
333
0
0
1
1
866
0
0
0
44
0
0
8
0
46
2
154
101
13
0
0
3
106
293
220
38
7
23
6
72
33
28
0
19
2011-2012 Fact Book
Fall Enrollment
Major
Early Childhood Education Certificate
Early Childhood Education Transfer
Elementary Education
Energy Utility Technician Certificate
Fashion & Retail Merchandising
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
Human Services Certificate
Human Services Transfer
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 – 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
71
Fall
2007
227
32
52
83
18
0
2
50
3
3
113
5
23
63
3
67
1
34
3
818
90
147
Fall
2008
217
41
77
103
21
3
0
46
3
1
105
0
21
60
3
60
0
31
1
927
91
178
Fall
2009
223
34
95
104
23
7
0
46
3
0
109
2
17
61
4
86
0
65
6
1107
108
209
Fall
2010
222
40
112
104
24
3
0
56
3
1
107
0
20
75
7
95
0
56
8
1082
137
237
Fall
2011
218
19
121
107
21
6
0
45
1
0
95
0
30
76
2
74
0
76
8
1234
134
257
13
24
18
16
22
13
22
15
18
53
29
166
0
1876
10
16
0
1
132
0
80
0
20
8
33
5
12
13
26
66
25
190
0
1881
15
12
0
1
145
0
78
0
13
14
40
9
25
12
21
100
47
266
0
2269
15
12
0
0
138
4
92
6
24
20
47
19
34
12
17
120
46
321
0
2219
22
13
0
0
147
2
100
18
37
15
50
12
30
13
22
136
57
351
9
2128
19
12
4
0
157
0
76
31
23
17
35
2011-2012 Fact Book
Fall Enrollment
Major
Liberal Studies Certificate
Liberal Studies Environmental Health
Liberal Studies Information Technology - Database
Technology
Liberal Studies Information Technology - General Studies
Concentration
Liberal Studies Information Technology - Transfer
Concentration
Liberal Studies Information Technology - Web Development
Concentration
Medical Assisting
Medical Assisting Certificate
Medical Reception Certificate
Medical Secretary Certificate
Nursing
Nursing Assistant Certificate
Office Systems & Administration
Office Systems & Administration Certificate
Para educator Certificate
Paralegal Studies Certificate
Phlebotomist Certificate
Radio Frequency Identification
Radio Frequency Identification Certificate
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
72
Fall
2007
187
0
Fall
2008
158
0
Fall
2009
13
0
Fall
2010
12
7
Fall
2011
4
22
4
4
5
2
0
10
12
18
27
26
13
26
38
56
55
15
18
19
5
0
3
17
0
0
197
0
23
4
10
13
0
11
2
38
6
7
7
6
17
2
32
3
890
0
3
3
8124
1
17
0
0
185
0
21
3
1
8
0
6
0
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
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
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
0
37
0
11
0
11
26
0
35
0
840
0
0
0
9840
*Source: HEIRS Fall freeze file
2011-2012 Fact Book
Fall Enrollment
73
Credits Generated By Academic Area
Subject
Academy of Health Professions
2007
2008
2009
2010
2011
0
0
0
416
401
Anthropology
510
591
702
684
615
Art and Design
2479
2619
2904
2904
2988
Biology
5461
5582
6766
6770
6882
Biotechnology
213
255
207
249
219
Business Administration
5348
5653
5766
5460
5508
444
408
366
309
204
Computer Applications
1857
1722
1923
1899
1560
Chemistry
1184
1232
1708
1728
1860
Communications
1188
1455
1827
1887
1728
Criminal Justice
1851
2028
2190
2265
2073
Computer Science
637
763
850
1056
1074
0
0
0
0
87
Dance
123
129
147
177
156
Dental Assisting
216
204
240
240
228
Dental Hygiene
1223
1163
1221
1100
1070
124
182
191
230
251
Economics
951
978
1227
1398
1461
Education
888
918
966
921
921
Engineering Science
Core Student Success (Billerica High School)
72
72
140
204
184
English Language Learner
1293
1479
1542
1386
1971
Emergency Medical Technician
273
294
357
210
175
12969
13776
15792
15684
15771
Environmental Science
741
885
959
1177
1184
Ethics
768
813
1038
1299
1254
Electrical Utilities
122
147
161
164
147
English
Fitness/Physical Education
4
0
0
0
0
Fire Protection & Safety Tech
498
474
435
315
315
Geosciences
45
0
0
0
0
Geography
186
162
228
216
231
Government
318
348
408
417
474
0
0
0
114
120
History
1851
2001
2526
2712
2844
Humanities
549
678
705
684
666
Intro to Homeland Security
2011-2012 Fact Book
Fall Enrollment
Subject
2007
2008
2009
2010
2011
320
0
210
1581
780
0
371
0
128
1674
1053
0
447
0
123
2019
1080
0
499
0
141
2025
1020
0
511
0
126
1944
1119
0
227
12087
720
253
12188
711
352
14001
891
416
14315
942
281
13793
861
246
406
1713
375
357
369
13
429
1707
390
387
408
24
504
1975
405
390
477
13
408
1950
432
474
434
6
369
1612
558
549
446
Psychology
Religion
Science
Student Development
4551
394
0
52
616
15
5256
360
57
23
634
15
6003
350
108
0
659
11
5982
320
105
0
807
13
6054
340
57
0
655
12
Sociology
Student Development
Theater
Technical Math
Transition Program
1812
363
21
180
460
480
2097
395
18
216
462
450
2247
404
18
258
485
525
2382
273
19
201
522
600
2433
294
0
231
476
540
308
73,029
288
76,994
260
87,508
252
88,820
204
88,093
Human Services
Interdisciplinary Studies
Languages
Legal Studies
Learning in Community
Medical Assisting
Mathematics
Music
Northeast Consortium of Colleges and
Universities in Massachusetts Credit
Network Systems and Technology
Nursing
Paralegal Studies
Philosophy
Physics
Verizon
Total
74
*Source-Banner Student Information System: End of Term Data
2011-2012 Fact Book
Fall Enrollment
75
Top Thirty Feeder Cities and Towns
Sorted by Fall 2011 Enrollments
Top 30 Feeder Towns
Fall 2007
Fall 2008
Fall 2009
Fall 2010
Fall 2011
Lowell
Billerica
Dracut
Lawrence
Chelmsford
Tewksbury
Woburn
Methuen
Burlington
Westford
Waltham
Wilmington
Arlington
Lexington
Tyngsboro
Bedford
Acton
Medford
Pepperell
Stoneham
Reading
Haverhill
Groton
Andover
Nashua
Maynard
Littleton
North Andover
Winchester
Concord
1884
583
456
300
360
288
312
145
227
165
199
187
169
142
144
98
97
106
91
102
104
79
66
65
85
60
60
43
77
57
2057
594
468
331
405
300
304
197
222
160
187
217
158
129
172
113
113
107
107
97
105
68
62
66
102
64
72
35
58
61
2313
670
517
364
415
345
336
214
232
173
227
223
185
149
169
162
123
117
113
122
127
77
74
75
100
84
94
55
66
79
2361
702
502
429
430
349
379
230
228
199
231
220
204
178
167
159
122
113
111
124
110
85
76
90
96
65
74
50
56
71
2476
712
548
528
399
335
334
256
243
218
212
207
184
171
152
140
125
117
114
111
97
96
88
86
85
78
77
66
62
62
2011-2012 Fact Book
Fall Enrollment
76
International and Foreign Students
International students are in the United States on F-1 student visas.
Foreign students are in the country on other types of visas.
100
84
90
82
80
77
70
74
60
67
50
40
30
20
10
0
Fall 2007
Fall 2008
Fall 2009
Fall 2010
Fall 2011
Semester
International
Students
Foreign Students
Total Students
Fall 2007
Spring 2008
Fall 2008
Spring 2009
Fall 2009
40
32
41
45
53
34
27
26
31
29
74
59
67
76
82
Spring 2010
Fall 2010
Spring 2011
Fall 2011
Spring 2012
45
44
46
38
38
26
33
24
46
39
71
77
70
84
77
2011-2012 Fact Book
Fall Enrollment
77
International and Foreign Students
By Country of Birth
Country
Albania
Angola
Bahamas
Belgium
Bolivia
Brazil
Bulgaria
Cambodia
Canada
Chile
China
Columbia
Congo
Czechoslovakia
Denmark
Dominican Rep
El Salvador
Ecuador
Finland
France
Germany
Ghana
Greece
Guatemala
Guinea
Haiti
Honduras
Hong Kong
India
Indonesia
Iran
Israel
Ivory Coast
Fall
2007
Spring
2008
Fall
2008
Spring
2009
Fall
2009
Spring
2010
1
1
1
1
1
14
9
11
9
8
9
2
1
1
1
1
4
1
5
2
4
3
1
1
2
1
1
1
1
1
Fall
2010
Spring
2011
Fall
2011
Spring
2012
1
1
2
1
2
14
2
4
1
1
1
10
1
3
3
1
3
2
1
1
2
1
1
1
1
3
2
1
2
1
2
1
1
14
1
3
2
1
2
10
3
1
4
4
4
3
3
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
2
2
1
3
1
1
1
2
3
1
1
1
2
1
1
1
1
1
1
1
1
1
1
2
1
3
2
2
1
1
1
9
1
1
9
1
1
1
3
3
1
1
2
10
1
11
1
12
1
6
4
1
3
1
8
1
6
2
1
2
1
1
2011-2012 Fact Book
Fall Enrollment
Country
Japan
Kenya
Korea
Lebanon
Liberia
Malawi
Malaysia
Mexico
Morocco
Nepal
Norway
Other
Pakistan
Peru
Philippines
Poland
Romania
Russia
Saudi Arabia
Senegal
Sierra Leone
Singapore
South Africa
Sweden
Syria
Taiwan
Thailand
Trinidad
Turkey
Uganda
Ukraine
United Kingdom
Unreported
Venezuela
Vietnam
Total
Fall
2007
78
Spring
2008
Fall
2008
Spring
2009
Fall
2009
Spring
2010
Fall
2010
Spring
2011
Fall
2011
Spring
2012
2
6
2
9
2
7
3
5
5
3
5
5
4
2
9
3
11
3
1
1
1
1
1
1
1
1
1
1
4
8
1
2
1
2
1
1
2
2
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
2
1
1
1
1
1
2
1
1
1
2
1
1
2
1
1
2
1
2
2
1
1
1
1
1
1
2
2
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
2
1
1
2
74
1
1
1
1
1
1
1
2
2
3
2
2
59
1
2
2
4
67
3
1
5
76
2
1
1
1
1
1
1
1
1
2
1
1
1
1
2
2
1
1
1
1
1
2
2
2
2
1
1
2
1
1
1
2
1
2
2
2
2
1
2
1
1
3
2
1
1
1
4
1
6
82
3
1
5
71
1
1
7
77
1
5
70
1
5
84
5
75
* International refers to students who are on F-1 student visas.
Foreign refers to students who hold other visas.
2011-2012 Fact Book
Spring Enrollment
79
Spring Enrollment Trend
Head Count and Full Time Equivalent Students
Spring Head Count and FTE
10000
9000
8000
8661
8692
8860
5218
5090
5190
2010
2011
2012
7880
7467
7000
6000
5000
4000
4294
4600
2008
2009
3000
2000
1000
0
Head Count
FTE
Spring 2008
Spring 2009
Spring 2010
Spring 2011
Spring 2012
Head Count: All
Students
7467
7880
8661
8692
8860
Credits Generated
64,416
69,004
78,272
76,353
77,844
Full Time Equivalents
4294
4600
5218
5090
5190
*Source: Banner
2011-2012 Fact Book
Summer Enrollment
80
Summer Enrollment Trend
Head Count and Full Time Equivalent Students
4000
3500
3000
3488
3450
3500
1100
1105
1113
2010
2011
2012
3309
2910
2500
2000
1500
1000
1012
862
500
0
2008
2009
Headcount
FTE
Summer
2008
Summer
2009
Summer
2010
Summer
2011
Summer
2012
Head Count: All
Students
2910
3309
3488
3450
3500
Credits Generated
12,927
15,185
16,507
16,569
16,689
Full Time Equivalent**
862
1012
1100
1105
1113
*Source: Banner. **FTE is calculated by dividing Credits Generated by 15.
2011-2012 Fact Book
Annual Enrollment
81
Annual Enrollment Trend
Unduplicated Credit Student Head Count
Annual unduplicated credit headcount captures all unique students who enrolled in credit courses that ran
from July 1 through June 30. If a student is enrolled in both credit and non-credit courses within a given
year, the student is classified as a credit student for that year.
13,364
13,500
12,095
11,456
13,000
12,500
11,484
12,000
11,500
11,390
11,221
FY07
FY08
11,000
10,500
10,000
Annual
Unduplicated
Credit Head Count
FY09
FY11
FY10
FY12
FY07
FY08
FY09
FY10
FY11
FY12
11,484
11,456
12,095
12,919
13,267
13,364
*Source: HEIRS Annual Summary Reports
2011-2012 Fact Book
Annual Enrollment
82
Credits Generated
190,000
180,129
180,000
182,204
183,302
FY11
FY12
170,000
161,493
160,000
151,454
150,753
FY07
FY08
150,000
140,000
130,000
120,000
110,000
100,000
Annual Credits
Generated
FY10
FY09
FY07
FY08
FY09
FY10
FY11
FY12
151,454
150,753
161,493
180,129
182,204
183,302
5049
5025
5383
6004
6074
6110
Full Time Equivalent
Students
2011-2012 Fact Book
Annual Enrollment
83
Unduplicated Non-Credit Student Head Count
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.
12000
11000
11058
10000
9601
8660
9000
8984
8760
8000
7463
7000
6000
5000
2007
2008
2009
2010
2011
2012
FY
2007
FY
2008
FY
2009
FY
2010
FY
2011
FY
2012
308
134
90
324
304
49
10750
8526
8894
9277
8456
7414
Total Unduplicated Non-Credit Student
Head Count
11058
8660
8984
9601
8760
7463
Personal Growth
2011-2012 Fact Book
Student Performance
84
Persistence and Retention Rates
Persistence rates measure the percentage of first-time freshmen enrolled for the Fall term who re-enroll
for the following spring term. In Fall 2011, persistence was at its second highest since Fall 2006. 73.80%
of new Fall 2011 students persisted from fall to spring, compared to 69.70% of new Fall 2006 students.
Fall to Spring First-Time Freshmen Persistance Rate Trend
100.00%
90.00%
80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
73.30%
69.70%
70.20%
Fall 2006
Fall 2007
75.30%
73.90%
71%
Fall 2008
Fall 2009
Fall 2010
Fall 2011
Retention rates measure the percentage of first time freshmen students who are still enrolled after one
year in the college Middlesex Community College’s first-time freshmen retention rate peaked for the Fall
2008 entering class at 54.2%.
Fall to Fall New Student Retention Rate Trend
100.0%
80.0%
60.0%
48.9%
51.4%
Fall 2006
Fall 2007
54.2%
53.6%
51.8%
56.9%
Fall 2008
Fall 2009
Fall 2010
Fall 2011
40.0%
20.0%
0.0%
2011-2012 Fact Book
Student Performance
85
Fall Grade Distribution Trend
Fall 2011 Final Grades
35.00%
31.07%
28.03%
30.00%
25.00%
20.00%
13.07%
12.72%
15.00%
10.25%
10.00%
3.74%
5.00%
1.10%
0.03%
P
I/IP
0.00%
A
Grade
Distribution
A
B
C
D
P
I/IP
W
F
Total
Successful
Completion
Rate
B
C
D
W
F
Fall
2007
6660
5873
3225
1011
357
12
3293
2571
23,002
Fall
2008
7027
6587
3346
1149
342
13
3093
2686
24,243
Fall
2009
7947
7250
3855
1295
365
6
3577
3109
27,406
Fall
2010
8354
7165
3987
1241
352
9
3878
3010
27996
Fall
2011
8619
7776
3530
1037
305
9
3626
2843
27745
74.40%
76.11%
75.57%
75.36%
76.65%
*Source: Banner
2011-2012 Fact Book
Student Performance
86
Spring Grade Distribution Trend
Spring 2012 Final Grades
35.00%
31.07%
28.03%
30.00%
25.00%
20.00%
13.07%
12.72%
15.00%
10.25%
10.00%
3.74%
5.00%
1.10%
0.03%
P
I/IP
0.00%
A
Grade
Distribution
A
B
C
D
P
I/IP
W
F
Total
Successful
Completion
Rate
B
C
D
W
F
Spring
2008
6210
5214
2791
892
379
0
2840
1979
20305
Spring
2009
6513
6525
3163
1001
412
3
2920
2091
21728
Spring
2010
7265
6354
3534
1057
414
10
3571
2543
24748
Spring
2011
7454
6247
3236
1142
429
4
3295
2484
24291
Spring
2012
7676
6355
3195
1057
336
380
3415
2368
24782
76.27%
76.92%
75.25%
76.19%
75.13%
*Source: Banner
2011-2012 Fact Book
Student Performance
87
Summer Grade Distribution
Summer 2012 Final Grades
2500
2128
2000
1500
1378
1000
490
461
500
339
131
72
8
0
A
B
C
D
P
I/IP
W
F
Grade Distribution
Summer
2008
Summer
2009
Summer
2010
Summer
2011
Summer
2012
A
1538
1924
2046
2207
2128
B
1120
1231
1327
1265
1378
C
442
481
483
517
461
D
114
130
137
110
131
P
84
79
96
65
8
I/IP
0
1
3
0
72
W
504
545
708
625
490
F
195
270
335
324
339
Total
3997
4661
5135
5113
5007
Successful Completion Rate
82.51%
82.49%
79.63%
81.44%
82.01%
*Source: Banner
2011-2012 Fact Book
Student Performance
88
Annual Successful Course Completion Rate Trend
100.0%
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
AY08
AY09
MCC Successful Course Completion Rate
AY10
AY11
AY12
2008
2009
2010
2011
2012
74.7%
76.1%
75.0%
75.7%
76.3%
2011-2012 Fact Book
Student Performance
89
Student Academic Standing
Fall Term Trend
Fall 2011
Academic
Warning
7%
Academic
Probation
7%
Good Standing
68%
Dean's List
18%
Academic
Standing
Fall
2007
Fall
2008
Fall
2009
Fall
2010
Academic
Standing
Fall
2011**
Fall
2011
% of
Total
Dean's List
1197
1403
1518
1584
Dean’s List
1776
18%
Good
Standing
5601
5788
6666
6575
Good Standing
6816
68%
Probation
864
933
940
1023
Academic Warning
687
7%
Restricted
Probation
291
329
330
334
Academic
Probation
697
7%
Dismissed
209
199
231
198
Dismissed
0
0%
*End of Fall Term **Academic Review was revised as of the Fall 2011 semester
2011-2012 Fact Book
Student Performance
90
Spring Term Trend
Spring 2012
Academic
Warning
5%
Academic
Probation
8%
Good Standing
71%
Dean's List
16%
Academic
Standing
Spring
2008
Spring
2009
Spring
2010
Spring
2011
Academic
Standing
Spring
2012**
Spring 2012
% of Total
Dean's List
1195
1276
1449
1461
Dean’s List
1467
16%
Good
Standing
5236
5733
6078
5941
Good Standing
6297
71%
Probation
463
491
629
672
433
5%
Restricted
Probation
314
258
341
369
702
8%
Dismissed
302
267
302
274
0
0%
*End of Spring Term
Academic
Warning
Academic
Probation
Dismissed
**Academic Review was revised as of the Fall 2011 semester
2011-2012 Fact Book
Student Performance
91
Licensure Exam Results
2007-2011
Licensure Exam
2007
2008
2009
2010
2011
Examined
76
77
78
80
72
Passed First Time
63
64
63
61
60
First Time Pass Rate
83%
83%
81%
76%
83%
Examined
17
16
18
16
14
Passed First Time
16
16
15
14
12
93%
100%
85%
87%
86%
Examined
32
35
35
41
32
Passed First Time
32
35
35
39
32
100%
100%
100%
95%
100%
Nursing Education
NCLEX-RN
RAD TECH
Dental Hygiene
2011-2012 Fact Book
92
1150
1100
1050
1000
950
900
850
800
2008
2009
2010
2011
2012
2008
2009
2010
2011
2012**
Certificates*
142
120
111
179
170
Certificates of Completion**
18
12
15
23
15
Associates in Arts*
103
123
122
126
181
Associates in Science*
710
757
872
757
852
Associate in Applied Science*
18
22
15
13
17
Total Degrees and Certificates Awarded
991
1034
1135
1098
1235
*Based on graduates per fiscal year. For example, 2012 data includes graduates from Summer 2011,
Fall 2011, and Spring 2012. Source: HEIRS Historical Degree File
**Certificates of Completion and 2012 data from Banner Student Information System
2011-2012 Fact Book
93
By Major
Major
2008
2009
2010
2011
2012**
Adult Echocardiography Certificate
0
1
0
0
0
Alcohol/Substance Abuse Certificate
9
5
5
9
15
Biotechnology
28
25
18
29
39
Biotechnology Certificate
17
21
6
18
22
Business Administration - Accounting
5
8
14
7
10
Business Administration - Career General
42
43
50
35
42
Business Administration - Computer Applications
1
0
0
0
0
Business Administration - Honors
1
0
0
0
0
Business Administration - Hospitality Management
8
5
10
7
14
Business Administration - Transfer
90
110
112
98
122
Business Technology - Computer Applications
1
0
0
0
0
Business Technology - General
1
0
1
0
0
Computer & Telecommunications
0
0
0
0
0
Computer Aided Design (CAD) Technology
10
12
21
13
13
Computer Aided Design (CAD) Technology Certificate
1
0
0
1
0
Computer Aided Design Day Certificate
3
0
4
4
1
1
0
1
0
0
Computer Forensics – Liberal Studies
0
0
1
3
4
Computer Science
5
5
6
8
5
7
6
14
6
8
6
2
4
4
1
Construction Management Certificate
0
0
0
0
1
Criminal Justice
4
4
2
1
3
17
32
21
21
13
27
41
42
62
29
Criminal Justice Transfer
0
0
0
8
25
Culinary Arts
2
3
3
1
5
Culinary Arts Certificate
1
2
1
1
2
Dental Assisting
5
10
9
8
8
6
12
17
10
5
Dental Hygiene
37
34
40
34
29
5
4
7
7
9
11
9
13
8
9
Diagnostic Medical Sonography Certificate
17
12
15
1
0
Direct Support Certificate in Human Service
3
8
5
7
13
2011-2012 Fact Book
Major
94
2008
2009
2010
2011
2012**
36
39
33
26
35
6
7
10
10
10
4
3
6
11
15
Electronic Technology
0
0
0
0
0
7
17
10
16
17
0
2
3
2
7
Energy Utility Technology Certificate
10
19
10
8
14
Engineering Science
11
14
17
21
28
Fashion & Retail Merchandising
0
1
0
0
0
4
3
3
4
7
13
19
29
17
27
Fitness Management Certificate
2
1
0
0
0
1
2
0
1
6
0
1
2
2
0
Human Services
7
7
5
8
7
1
1
6
5
7
5
9
1
0
0
Liberal Arts - Communication
9
9
11
6
9
Liberal Arts - Global Studies
0
1
0
3
2
Liberal Arts - Life Science
0
1
2
3
10
Liberal Arts - Psychology
5
13
13
20
30
79
79
86
77
109
Liberal Arts and Sciences - Fine & Performing Arts - Fine Arts
1
1
0
1
0
Liberal Arts and Sciences - Fine & Performing Arts - General
1
0
0
0
0
Liberal Arts and Sciences – Fine & Performing Arts - Music
0
0
0
0
1
Liberal Arts and Sciences - Fine & Performing Arts - Theatre
1
1
0
0
0
Liberal Arts - Physical Science
0
1
0
0
3
169
167
230
161
178
Liberal Studies - Automotive
3
3
0
5
5
Liberal Studies - Aviation Maintenance Technology
4
3
1
0
2
Liberal Studies - Global Studies
1
0
0
0
0
8
11
13
14
11
18
15
16
10
16
10
7
4
4
2
0
1
2
0
2
Liberal Studies - Fine & Performing Arts – Music Concentration
1
2
4
6
1
Liberal Studies - Fine & Performing Arts – Theatre Concentration
3
0
5
1
2
Liberal Studies Information Technology - Database Technology
1
0
0
0
0
Liberal Studies Information Technology – General
0
0
2
3
1
Liberal Studies Information Technology - Transfer Concentration
1
2
2
3
8
Liberal Studies
2011-2012 Fact Book
Major
95
2008
2009
2010
2011
2012**
Liberal Studies Information Technology - Web Development
Concentration
4
2
4
0
1
Medical Assisting
5
3
5
6
11
6
8
8
15
17
Medical Receptionist Certificate
0
0
0
23
7
Medical Secretary Certificate
0
0
0
5
3
Nursing
80
79
79
74
71
0
0
0
25
17
Office Education Word Processing
1
0
1
0
0
2
3
1
3
2
Office Systems & Administration Certificate
0
0
2
0
0
Paraeducator Certificate
24
0
0
0
1
Paralegal Studies Certificate
2
2
7
7
14
Paralegal Studies Transfer
0
0
1
4
5
0
0
0
20
18
10
1
0
0
0
Radio Frequency Technology
0
3
0
0
0
16
17
17
13
16
Sales & Marketing Certificate
1
1
0
2
0
3
3
0
2
1
Studio Arts Certificate
1
1
2
0
0
Telecommunications Technology
18
22
15
13
17
3
1
2
1
0
Vascular Technology Certificate
1
0
7
2
0
Web Development
0
0
1
0
0
Web Publishing Certificate
3
0
0
1
0
Transition-Clerical and Business Support Skills
18
12
15
23
15
Certificate of Completion**
991
1034 1135 1098
1235
*Based on graduates per fiscal year. For example, 2012 data includes graduates from Summer 2011, Fall
2011, and Spring 2012. Source: HEIRS Historical Degree File
**Certificates of Completion and 2012 data from Banner
2011-2012 Fact Book
96
By Gender
2008
2009
2010
2011
2012**
88
76
78
141
125
54
142
44
120
33
111
38
179
45
170
5
13
5
7
9
6
14
9
4
11
18
12
15
23
15
65
38
103
90
33
123
67
55
122
82
44
126
118
63
181
469
241
710
462
295
757
514
358
872
433
324
757
506
346
852
5
13
18
7
15
22
1
14
15
3
10
13
1
16
17
Certificates
Female
Male
Total Certificates
Certificates of Completion**
Female
Male
Total Certificates of Completion
Associates in Arts
Female
Male
Total Associates in Arts
Associates in Science
Female
Male
Total Associates in Science
Associates in Applied Science
Female
Male
Total Associates in Applied Science
Total Certificates and Degrees:
632
640
669
673
754
Female
Total Certificates and Degrees:
359
394
466
425
481
Male
Total Degrees and Certificates
991
1034
1135
1098
1235
Awarded
*Based on graduates per fiscal year. For example 2012 data includes graduates from
Summer 2011, Fall 2011, and Spring 2012. Source: HEIRS Historical Degree File
2011-2012 Fact Book
97
By Race/Ethnicity
Race/Ethnicity
2008
2009
2010
2011
2012**
1
11
9
18
103
1
11
7
12
87
0
0
142
1
1
120
0
12
12
6
80
1
0
0
111
0
24
14
18
119
1
2
1
179
1
29
18
16
104
1
1
0
170
Certificates of Completion
Asian
Black/African American
Hispanic
White
Unreported
Total Certificates of Completion
0
2
0
0
16
0
18
0
0
1
0
11
0
12
0
0
0
1
14
0
15
1
0
1
0
21
0
23
0
2
0
2
11
0
15
Associates in Arts
Asian
Hispanic
White
Non-resident Alien
Unreported
Total Associates in Arts
0
5
3
7
86
2
0
103
0
2
5
4
111
0
1
123
0
7
4
6
105
0
0
122
1
7
5
14
96
2
1
126
1
14
7
23
135
0
0
181
Associates in Science
Native Hawaiian/Other Pacific Islander
Asian
Hispanic
White
Two or more races
Non-resident Alien
Unreported
Total Associates in Science
2
0
54
37
59
548
0
7
3
710
3
0
78
43
59
562
0
10
2
757
1
0
92
46
70
648
1
12
2
872
1
1
86
46
66
548
2
7
0
757
5
0
89
50
89
604
4
10
1
852
Certificates
Asian
Hispanic
White
Two or more races
Non-resident Alien
Unreported
Total Certificates
2011-2012 Fact Book
98
Race/Ethnicity
2008
2009
2010
2011
2012**
Associate in Applied Science
Hispanic
0
0
1
0
0
White
18
22
14
13
17
Total Associates in Applied Science
18
22
15
13
17
991
1034
1135
1098
1235
*Based on graduates per fiscal year. For example, 2012 data includes graduates from Summer 2011 Fall
2011, and Spring 2012. Source: HEIRS Historical Degree File. New IPEDS categories went into effect in
2009
2011-2012 Fact Book
99
College/University
Middlesex Program
Baccalaureate Program
American College of History
and Legal Studies
Anna Maria College
Boston University
All MassTransfer Programs
History and Law
All Degrees
Biotechnology
California University of
Pennsylvania
Paralegal Transfer
Nursing
Elementary Education Transfer
Nursing
Nursing
All Degrees
Biomedical Laboratory & Clinical
Sciences
Science & Technology, Legal Studies
Concentration
Science & Technology, Legal Studies
Concentration
Nursing
Special Education
Nursing
Nursing
Accounting
Accounting
Business Administration Career
Business Administration Transfer
Criminal Justice
Human Services
Psychology
All Associate Degrees
Graphic Design
Nursing
Criminal Justice Transfer
Liberal Studies
Liberal Arts and Sciences: Psychology
Nursing
Fire Protection and Safety Technology
Nursing
Computer Science
Environmental Health
Liberal Arts and Sciences: Life Science
Liberal Arts and Sciences: Life Science
Liberal Arts and Sciences: Physical Science
Liberal Arts and Sciences: Physical Science
Liberal Arts and Sciences: Psychology
Nursing
All Associate Programs
Accounting
Criminal Justice
Psychology
Psychology
Psychology
Advanced Start Option
Graphic Design
Nursing
Business Management
Marketing
Finance
Criminal Justice
Liberal Studies
Psychology
Nursing
Fire Science Administration
Nursing
Computer Science
Environmental Health
English
American Studies
History
Political Science
Biology
Ecology
Chemistry
Physics
Psychology
Nursing
All eligible programs
Paralegal
Emmanuel College
Fitchburg State University
Framingham State
University
Hesser College
Kaplan University
New England Institute of Art
Regis College
Rivier College
Suffolk University
UMass Lowell
University of Phoenix
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.
2010-2011 Fact Book
Transfer Study
100
Transfer Study
2010-2011
11,917 students were enrolled at Middlesex Community College in credit coursework during the Fall
2010 and/or Spring 2011 semesters. As of June 27, 2012, 2,140 of these students had transferred to
290 different institutions of higher education. Many students transferred to more than one college,
bringing the total number of transfer admissions to 2,339. Included in the number of students who
transferred are students who are enrolled at Middlesex Community College and another institution
concurrently.
Top 20 Transfer Colleges
University of Massachusetts at Lowell
Northern Essex Community College
University of Massachusetts Boston
Bunker Hill Community College
University of Massachusetts at Amherst
North Shore Community College
Lawrence Memorial Hospital, School of Nursing
Framingham State University
Mount Wachusett Community College
Lesley University
Northeastern University
Hesser College
Southern New Hampshire University
Regis College
Massachusetts Bay Community College
Rivier College
Bentley University
Massachusetts College of Pharmacy
Boston University
Students
Transferred
695
157
100
96
81
70
53
50
37
32
31
29
28
27
26
24
23
21
21
20
20
2011-2012 Fact Book
Transfer Study
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 Boston
University of Massachusetts Amherst
Framingham State University
Bridgewater State University
Worcester State University
University of Massachusetts - Dartmouth
Massachusetts College of Art
Top 10 Baccalaureate Degree Private Transfer Colleges
Lesley University
Northeastern University
Hesser College
Southern New Hampshire
Regis College
Rivier College
Bentley University
Massachusetts College of Pharmacy
Boston University
Suffolk University
*Source: The National Student Clearinghouse Student Tracker System, June 27, 2012
Book
2011-2012 Fact
101
Transfer Study
102
2010-2011 Transfer Students
By Major
Major
Alcohol/Substance Abuse Certificate
Biotechnology
Biotechnology Certificate
Business Admin - Transfer
Business Admin - Accounting
Business Admin - Career Accelerated
Business Admin - Career General
Business Admin - Hospitality Management
Computer Aided Design Technology
Criminal Justice - Transfer
Computer Aided Design Day
Computer Forensics
Computer Science
Criminal Justice
Culinary Arts
Dental Assisting
Dental Hygiene
Direct Support Certificate in Human Service
Early Childhood Accelerated
Engineering Science
Fine & Performing Arts - General
Fine & Performing Arts - Music
Fine & Performing Arts - Theatre
Not MCC
Graduates
3
9
0
132
16
1
32
4
8
15
44
19
1
4
23
6
1
0
3
1
0
3
2
1
2
2
17
19
1
17
1
46
10
5
5
2
12
2
MCC
Graduates
0
16
1
90
5
0
15
1
5
15
34
17
0
1
8
4
0
1
0
0
1
4
0
0
0
0
9
8
3
15
0
21
2
0
1
0
4
0
All
Transfers
3
25
1
222
21
1
47
5
13
30
78
36
1
5
31
10
1
1
3
1
1
7
2
1
2
2
26
27
4
32
1
67
12
5
6
2
16
2
2011-2012 Fact Book
Transfer Study
Major
Human Services
Liberal Arts - Communication
Liberal Arts - Global Studies
Liberal Arts - Life Science
Liberal Arts - Psychology
Liberal Arts & Sciences
Liberal Arts - Physical Science
Liberal Studies
Liberal Studies Automotive
Liberal Studies Mass Transfer
LS Aviation Maintenance Technology
LS Environmental Health
LS IT General Studies Concentration
LS IT Transfer Concentration
LS IT Web Development Concentration
LS Paralegal Transfer
Medical Assisting
Medical Receptionist Certificate
NECCUM Student
Nursing Day
Paralegal Studies
Performing Arts - Music Concentration
Performing Arts - Theatre Concentration
Studio Arts Certificate
Undecided
Web Development
Total
Not MCC
Graduates
1
10
6
1
32
3
29
57
213
10
451
9
9
2
5
1
21
4
5
3
9
1
1
0
0
0
21
3
3
0
0
4
1
3
1
1
1
1
381
1
1773
MCC
Graduates
0
6
5
0
5
3
3
26
84
1
80
6
0
0
0
0
3
0
0
0
6
0
3
1
1
1
0
0
22
4
1
6
0
0
1
0
0
0
17
0
566
103
All
Transfers
1
16
11
1
37
6
32
83
297
11
531
15
9
2
5
1
24
4
5
3
15
1
4
1
1
1
21
3
25
4
1
10
1
3
2
1
1
1
398
1
2339
2011-2012 Fact Book
Transfer Study
104
2010-2011 Transfer Students
By Race/Ethnicity
Not MCC
Graduate
MCC
Graduate
All
Transfers
Percent
of all
Fall 2010
Students**
Percent of
Transfer
Students
Fall 2010**
3
3
6
1.0%
0.3%
168
28
196
6.5%
8.4%
American Indian/Alaska Native
7
3
10
0.3%
0.4%
Native Hawaiian/Pacific Islander
2
1
3
0.1%
0.1%
Asian
155
68
223
10.8%
9.5%
Hispanic/Latino
199
61
260
13.3%
11.1%
White
1206
399
1605
66.5%
68.6%
Two or More Races
21
2
23
1.0%
1.0%
Unreported/Declined
12
1
13
0.5%
0.6%
1773
566
2339
100.0%
100.0%
Race/Ethnicity
Non Resident Alien
Total
*Source: The National Student Clearinghouse Student Tracker System, June 27, 2012
**Fall 2010 HEIRS Freeze File
2011-2012 Fact Book
Transfer Study
105
Transfer Colleges
2010 - 2011
College or University
ACADEMY OF ART UNIVERSITY
ALBANY COLLEGE OF PHARMACY AND HEALTH
SCIENCES
AMERICAN UNIVERSITY OF PUERTO RICO MANATI
ANDREWS UNIVERSITY
ANNA MARIA COLLEGE
ARIZONA STATE UNIVERSITY
ASHFORD UNIVERSITY
ASSUMPTION COLLEGE
AUGSBURG COLLEGE
AUSTIN COMMUNITY COLLEGE
AVERETT UNIVERSITY
BARTON COMMUNITY COLLEGE
BAY PATH COLLEGE
BAY STATE COLLEGE
BECKER COLLEGE
BELLEVUE UNIVERSITY
BELMONT UNIVERSITY
BENJAMIN FRANKLIN INSTITUTE OF TECHNOLOGY
BENTLEY UNIVERSITY
BERKSHIRE COMMUNITY COLLEGE
BLUEFIELD STATE COLLEGE
BOSTON COLLEGE
BOSTON UNIVERSITY
BRANDEIS UNIVERSITY
BRIDGEWATER STATE UNIVERSITY
BRISTOL COMMUNITY COLLEGE
BUNKER HILL COMMUNITY COLLEGE
CABRILLO COLLEGE
CALHOUN COMMUNITY COLLEGE
CAMBRIDGE COLLEGE
CAPE COD COMMUNITY COLLEGE
CARITAS LABOURE COLLEGE
CEDARVILLE UNIVERSITY
CENTRAL TEXAS COLLEGE-TRADITIONAL
CENTRAL VA COMMUNITY COLLEGE
CENTRAL WYOMING COLLEGE
CHAMBERLAIN COLLEGE OF NURSING
CHAMPLAIN COLLEGE
CHAPMAN UNIVERSITY-ORANGE
Not MCC
Graduates
MCC
Graduates
All
Transfers
1
0
1
1
1
1
4
3
5
4
1
1
1
3
8
8
3
1
0
4
15
2
1
6
4
1
10
4
76
1
1
4
4
3
2
2
1
1
0
1
1
0
0
0
0
1
0
0
0
0
0
0
6
2
2
0
1
0
6
0
0
0
16
0
8
1
5
0
0
0
0
0
0
1
0
0
2
1
0
1
1
1
4
4
5
4
1
1
1
3
14
10
5
1
1
4
21
2
1
6
20
1
18
5
81
1
1
4
4
3
2
3
1
1
2
2
1
2011-2012 Fact Book
Transfer Study
106
Not MCC
Graduates
MCC
Graduates
All
Transfers
CITY COLLEGE OF SAN FRANCISCO
CITY OF CHICAGO - HAROLD WASHINGTON COLLEGE
CLARK UNIVERSITY
CLEARWATER CHRISTIAN COLLEGE
CLEMSON UNIVERSITY
COLBY SAWYER COLLEGE
COLLEGE OF CHARLESTON
COLLEGE OF DUPAGE
COLORADO MOUNTAIN COLLEGE
COLORADO STATE UNIVERSITY
COLUMBIA COLLEGE CHICAGO
COLUMBUS STATE UNIVERSITY
COLUMBUS TECHNICAL COLLEGE
COMMUNITY COLLEGE OF ALLEGHENY COUNTY
COMMUNITY COLLEGE OF AURORA
COMMUNITY COLLEGE OF BALTIMORE COUNTY
COMMUNITY COLLEGE OF DENVER
COMMUNITY COLLEGE OF PHILADELPHIA
COMMUNITY COLLEGE OF RHODE ISLAND
COMMUNITY COLLEGE OF THE AIR FORCE
COMMUNITY COLLEGE OF VERMONT
CORNELL UNIVERSITY
CULINARY INSTITUTE OF AMERICA
CUNY BERNARD M. BARUCH COLLEGE
CUNY KINGSBOROUGH COMMUNITY COLLEGE
CURRY COLLEGE
DANIEL WEBSTER COLLEGE
DEAN COLLEGE
DELAWARE COUNTY COMMUNITY COLLEGE
DELGADO COMMUNITY COLLEGE
DELTA COLLEGE
DEPAUL UNIVERSITY
DEVRY UNIVERSITY - DUPAGE
DICKINSON COLLEGE
EAST CAROLINA UNIVERSITY
EASTERN CONNECTICUT STATE UNIVERSITY
EASTERN NAZARENE COLLEGE
ECKERD COLLEGE
EMBRY-RIDDLE AERONAUTICAL UNIVERSITY - DAYTONA
EMERSON COLLEGE
EMMANUEL COLLEGE
EMORY UNIVERSITY-MEDICAL
ENDICOTT COLLEGE
1
1
1
1
2
1
1
1
1
1
0
1
1
1
1
0
1
1
3
3
4
1
2
1
1
4
2
3
2
1
1
1
2
1
1
0
1
1
1
5
2
1
6
0
0
1
1
0
1
0
0
0
0
1
0
0
0
0
1
0
0
0
0
1
0
1
0
0
0
1
0
0
0
0
0
0
0
0
1
0
0
0
0
1
0
0
1
1
2
2
2
2
1
1
1
1
1
1
1
1
1
1
1
1
3
3
5
1
3
1
1
4
3
3
2
1
1
1
2
1
1
1
1
1
1
5
3
1
6
2011-2012 Fact Book
Transfer Study
EVEREST COLLEGE - CHELSEA
EVEREST INSTITUTE - BRIGHTON
EXCELSIOR COLLEGE
FISHER COLLEGE
FITCHBURG STATE UNIVERSITY
FLORIDA ATLANTIC UNIVERSITY
FLORIDA STATE COLLEGE AT JACKSONVILLE
FRAMINGHAM STATE UNIVERSITY
FRANKLIN UNIVERSITY
GEORGE WASHINGTON UNIVERSITY
GEORGIA STATE UNIVERSITY
GODDARD COLLEGE
GORDON-CONWELL THEOLOGICAL - HAMILTON
GREAT BAY COMMUNITY COLLEGE
GREENFIELD COMMUNITY COLLEGE
GREENVILLE TECHNICAL COLLEGE
GUILFORD COLLEGE
HAMPSHIRE COLLEGE
HARRISBURG AREA COMMUNITY COLLEGE
HARVARD GRADUATE SCHOOL OF EDUCATION
HARVARD UNIVERSITY
HARVARD UNIVERSITY - CONTINUING ED
HESSER COLLEGE
HILLSBOROUGH COMMUNITY COLLEGE
HIRAM COLLEGE
HOLYOKE COMMUNITY COLLEGE
HOWARD COMMUNITY COLLEGE
HOWARD UNIVERSITY
HUSSON COLLEGE
HUTCHINSON COMMUNITY COLLEGE
INDIAN RIVER STATE COLLEGE
INDIANA UNIVERSITY EAST
IRVINE VALLEY COLLEGE
ITT TECHNICAL INSTITUTE
IVY TECH COMMUNITY COLLEGE
JAMES MADISON UNIVERSITY
JOHNSON & WALES UNIVERSITY
JOHNSON COUNTY COMMUNITY COLLEGE
JUNIATA COLLEGE
KALAMAZOO COLLEGE
KANSAS CITY KANSAS COMMUNITY COLLEGE
KASKASKIA COLLEGE
KEENE STATE COLLEGE
107
Not MCC
Graduates
MCC
Graduates
All
Transfers
3
6
0
5
33
1
1
21
1
1
1
1
1
2
5
0
1
0
1
1
1
10
25
2
1
4
1
1
1
2
1
1
1
9
1
1
8
1
1
1
1
1
2
0
0
1
0
17
0
0
11
0
0
0
0
0
0
0
1
0
1
0
0
0
2
2
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
3
6
1
5
50
1
1
32
1
1
1
1
1
2
5
1
1
1
1
1
1
12
27
2
1
4
1
1
1
2
1
1
1
9
1
1
8
1
1
1
1
1
2
2011-2012 Fact Book
Transfer Study
KIRKWOOD COMMUNITY COLLEGE
LANDMARK COLLEGE
LASELL COLLEGE
LAWRENCE MEMORIAL HOSPITAL, SCHOOL OF
NURSING
LEEWARD COMMUNITY COLLEGE
LESLEY UNIVERSITY
LIBERTY UNIVERSITY
LIFE UNIVERSITY
LONG ISLAND UNIVERSITY
LOYOLA UNIVERSITY MARYLAND
LSU SCHOOL OR NURSING UNDERGRAD
LUZERNE COUNTY COMMUNITY COLLEGE
LYNDON STATE COLLEGE
MANCHESTER COMMUNITY COLLEGE
MARIST COLLEGE
MARLBORO COLLEGE
MARYVILLE UNIVERSITY
MASSACHUSETTS BAY COMMUNITY COLLEGE
MASSACHUSETTS COLLEGE OF ART
MASSACHUSETTS COLLEGE OF LIBERAL ARTS
MASSACHUSETTS COLLEGE OF PHARMACY
MASSACHUSETTS MARITIME ACADEMY
MASSASOIT COMMUNITY COLLEGE
MERRIMACK COLLEGE
METROPOLITAN COMMUNITY COLLEGE
METROPOLITAN STATE COLLEGE OF DENVER
MGH INSTITUTE OF HEALTH PROFESSIONS
MIAMI DADE COLLEGE
MIRACOSTA COLLEGE
MISSISSIPPI STATE UNIVERSITY
MONTANA STATE UNIVERSITY - BOZEMAN
MONTGOMERY COUNTY COMMUNITY COLLEGE
MOUNT HOLYOKE COLLEGE
MOUNT IDA COLLEGE
MOUNT OLIVE COLLEGE
MOUNT WACHUSETT COMMUNITY COLLEGE
NASHUA COMMUNITY COLLEGE
NEW ENGLAND INSTITUTE OF TECHNOLOGY
NEW RIVER COMMUNITY AND TECHNICAL COLLEGE
NEW YORK UNIVERSITY
NEWBURY COLLEGE
NHTI - CONCORD'S COMMUNITY COLLEGE
NICHOLS COLLEGE
108
Not MCC
Graduates
MCC
Graduates
All
Transfers
1
2
7
0
0
0
1
2
7
35
1
24
2
2
0
1
1
1
2
15
2
1
0
22
8
5
17
4
10
14
1
1
17
2
1
1
1
1
2
4
1
30
18
1
1
1
2
8
2
2
0
5
0
0
1
0
0
0
0
0
0
0
1
1
0
1
3
2
0
1
0
0
0
0
0
0
0
0
0
1
0
1
0
0
0
0
0
0
0
37
1
29
2
2
1
1
1
1
2
15
2
1
1
23
8
6
20
6
10
15
1
1
17
2
1
1
1
1
2
5
1
31
18
1
1
1
2
8
2
2011-2012 Fact Book
Transfer Study
NORTH SHORE COMMUNITY COLLEGE
NORTHEASTERN UNIVERSITY
NORTHERN ESSEX COMMUNITY COLLEGE
NORTHERN VIRGINIA COMMUNITY COLLEGE
NORTHWOOD UNIVERSITY
NORWICH UNIVERSITY
OAKTON COMMUNITY COLLEGE
OAKWOOD UNIVERSITY
OLD DOMINION UNIVERSITY
ORANGE COAST COLLEGE
OREGON INSTITUTE OF TECHNOLOGY
PACIFIC UNIVERSITY
PALM BEACH STATE COLLEGE
PARK UNIVERSITY
PASADENA CITY COLLEGE
PASCO-HERNANDO COMMUNITY COLLEGE
PITT COMMUNITY COLLEGE
PLYMOUTH STATE UNIVERSITY
PRESCOTT COLLEGE-RESIDENT DEGREE PROGRAM
PURDUE UNIVERSITY - WEST LAFAYETTE
QUINCY COLLEGE
QUINNIPIAC UNIVERSITY
QUINSIGAMOND COMMUNITY COLLEGE
REGIS COLLEGE
RENSSELAER POLYTECHNIC INSTITUTE
RIVIER COLLEGE
ROCHESTER INSTITUTE OF TECHNOLOGY
ROGER WILLIAMS UNIVERSITY
ROSS UNIVERSITY SCHOOL OF MEDICINE
ROXBURY COMMUNITY COLLEGE
SACRED HEART UNIVERSITY
SAINT ANSELM COLLEGE
SAINT JOSEPH'S COLLEGE OF MAINE
SALEM STATE UNIVERSITY
SALISBURY UNIVERSITY
SAVANNAH COLLEGE OF ART & DESIGN
SETON HALL UNIVERSITY
SIMMONS COLLEGE
SINCLAIR COMMUNITY COLLEGE
SMITH COLLEGE
SOUTHEASTERN LOUISIANA UNIVERSITY
SOUTHERN CONNECTICUT STATE UNIVERSITY
SOUTHERN NEW HAMPSHIRE
109
Not MCC
Graduates
MCC
Graduates
All
Transfers
53
21
146
2
1
2
1
1
1
1
1
0
1
5
1
1
2
7
1
1
6
2
8
23
1
18
1
5
1
4
1
1
2
57
1
0
1
10
1
0
1
1
18
0
7
11
0
0
0
0
0
0
0
0
1
0
2
0
0
0
0
0
0
1
0
0
1
0
3
0
0
0
0
0
0
0
39
0
1
0
1
0
1
0
0
8
53
28
157
2
1
2
1
1
1
1
1
1
1
7
1
1
2
7
1
1
7
2
8
24
1
21
1
5
1
4
1
1
2
96
1
1
1
11
1
1
1
1
26
2011-2012 Fact Book
Transfer Study
SOUTHWESTERN COLLEGE KANSAS
SPRINGFIELD COLLEGE
SPRINGFIELD TECHNICAL COMMUNITY COLLEGE
ST JOHNS UNIVERSITY
ST MARYS COLLEGE OF MARYLAND
ST PETERSBURG COLLEGE
STRAYER UNIVERSITY-WASHINGTON
SUFFOLK UNIVERSITY
SUNY FASHION INSTITUTE OF TECHNOLOGY
SUNY HERKIMER COUNTY COMMUNITY COLLEGE
SUNY MONROE COMMUNITY COLLEGE
SUNY MORRISVILLE
SYRACUSE UNIVERSITY
TEMPLE UNIVERSITY
THREE RIVERS COMMUNITY COLLEGE
TIDEWATER COMMUNITY COLLEGE
TOWSON UNIVERSITY
TUFTS UNIVERSITY
TULANE UNIVERSITY
UNITY COLLEGE
UNIVERSIDAD DEL TURABO
UNIVERSITY OF ALABAMA
UNIVERSITY OF CALIFORNIA-BERKELEY
UNIVERSITY OF CINCINNATI
UNIVERSITY OF CONNECTICUT
UNIVERSITY OF HAWAII AT MANOA
UNIVERSITY OF HOUSTON
UNIVERSITY OF KENTUCKY
UNIVERSITY OF MAINE AT MACHIAS
UNIVERSITY OF MAINE, AUGUSTA
UNIVERSITY OF MAINE, FT KENT
UNIVERSITY OF MAINE, ORONO
UNIVERSITY OF MARYLAND - UNIVERSITY COLLEGE
UNIVERSITY OF MASSACHUSETTS AT AMHERST
UNIVERSITY OF MASSACHUSETTS AT LOWELL
UNIVERSITY OF MASSACHUSETTS BOSTON
UNIVERSITY OF MASSACHUSETTS-DARTMOUTH
UNIVERSITY OF MIAMI
UNIVERSITY OF MINNESOTA-TWIN CITIES
UNIVERSITY OF MISSOURI-KANSAS CITY
UNIVERSITY OF MONTANA
UNIVERSITY OF NEW ENGLAND
UNIVERSITY OF NEW HAMPSHIRE
110
Not MCC
Graduates
MCC
Graduates
All
Transfers
1
0
2
1
1
1
1
11
1
1
1
1
1
1
1
1
1
5
1
1
1
1
1
1
2
1
1
1
1
1
1
2
2
45
418
61
9
1
1
1
1
3
12
0
1
2
0
0
0
0
7
0
0
0
0
0
1
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
1
0
0
0
25
277
39
2
0
0
0
0
0
2
1
1
4
1
1
1
1
18
1
1
1
1
1
2
1
1
1
5
1
2
1
1
1
1
2
1
1
1
1
2
1
2
2
70
695
100
11
1
1
1
1
3
14
2011-2012 Fact Book
Transfer Study
UNIVERSITY OF NEW MEXICO
UNIVERSITY OF NORTH CAROLINA - CHARLOTTE
UNIVERSITY OF NORTH CAROLINA-GREENSBORO
UNIVERSITY OF NORTH FLORIDA
UNIVERSITY OF NORTHERN IOWA
UNIVERSITY OF NORTHWESTERN OHIO - COLL OF TECH
UNIVERSITY OF PHOENIX
UNIVERSITY OF PITTSBURGH
UNIVERSITY OF SOUTH ALABAMA
UNIVERSITY OF SOUTH FLORIDA
UNIVERSITY OF SOUTHERN MAINE
UNIVERSITY OF TAMPA
UNIVERSITY OF THE SCIENCES IN PHILADELPHIA
UNIVERSITY OF UTAH
UNIVERSITY OF VERMONT & STATE AGRICULTURAL
COLLEGE
UNIVERSITY OF VIRGINIA
UNIVERSITY OF WASHINGTON - SEATTLE
UNIVERSITY OF WYOMING
UTAH STATE UNIVERSITY
UTICA COLLEGE
VALENCIA COLLEGE
VIRGINIA COMMONWEALTH UNIVERSITY
WALTERS STATE COMMUNITY COLLEGE
WARREN WILSON COLLEGE
WARTBURG COLLEGE
WASHTENAW COMMUNITY COLLEGE
WEBER STATE UNIVERSITY
WENTWORTH INSTITUTE OF TECHNOLOGY
WESTFIELD STATE UNIVERSITY
WHEATON COLLEGE
WHEELOCK COLLEGE
WHITMAN COLLEGE
WILLISTON STATE COLLEGE
WORCESTER POLYTECHNIC INSTITUTE
WORCESTER STATE UNIVERSITY
YUBA COMMUNITY COLLEGE
Total
111
Not MCC
Graduates
MCC
Graduates
All
Transfers
1
1
1
2
1
1
8
1
0
0
2
2
1
1
0
2
0
0
0
0
3
0
1
1
0
0
0
0
1
3
1
2
1
1
11
1
1
1
2
2
1
1
2
1
1
0
1
2
1
1
1
1
1
1
1
5
3
0
6
1
1
5
10
1
1773
1
0
0
1
1
0
0
0
0
0
0
0
0
1
1
1
0
0
0
0
3
0
566
3
1
1
1
2
2
1
1
1
1
1
1
1
6
4
1
6
1
1
5
13
1
2339
2011-2012 Fact Book
Employee Profile
112
Full Time Faculty
By Highest Degree Level
2011 Full Time Faculty By Highest Degree Level
Bachelors Degree
8.3%
Associate Degree
1.7%
Masters Degree
71.1%
Doctorate
19.0%
Highest Degree Level
Number of Faculty
Ph.D., J.D., or Ed.D.
23
Master Degree Level
86
Bachelor Degree Level
10
Associate Degree Level
2
*Source: 2011-2012 Human Resources Data
2011-2012 Fact Book
Employee Profile
Full Time Faculty
By Gender and Academic Rank
Full Time Faculty by Gender and Academic
Rank
2011
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
58
10
9
4
4
Associate
Prof essor
Assistant
Prof essor
36
Prof essor
Men
0
No academic
rank
Women
Rank
2008
Men
2008
Women
2009
Men
2009
Women
2010
Men
2010
Women
2011
Men
2011
Women
2011
Total
2011 %
of Total
Professor
32
49
32
51
32
58
36
58
94
78%
Associate
Professor
6
23
7
24
7
15
4
10
14
12%
Assistant
Professor
5
11
2
6
1
6
4
9
13
11%
Instructors
0
0
0
0
0
0
0
0
0
0%
Lecturers
0
0
0
0
0
0
0
0
0
0%
No
academic
rank
7
6
7
5
7
6
0
0
0
0%
Total
50
89
48
86
47
85
44
77
121
100%
*Source: IPEDS Human Resources Data, Human Resources
2011-2012 Fact Book
113
Employee Profile
114
Full Time Faculty
By Gender and Race/Ethnicity
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
66
6
5
6
1
1
Asian
Hispanic/Latino
1
35
Black/African
American
American
Indian/Alaska
native
Men
Women
White
2008
Men
2008
Women
2009
Men
2009
Women
2010
Men
2010
Women
2011
Men
2011
Women
2011
Total
2011
% of
Total
0
0
0
0
0
0
0
0
0
0%
7
1
6
1
6
0
6
0
6
5%
1
0
1
0
1
0
1
0
1
1%
Asian
1
3
1
3
1
3
1
5
6
5%
Hispanic/Latino
3
6
2
6
2
7
1
6
7
6%
White
38
79
38
76
37
75
35
66
101
84%
Two or More
Races
0
0
0
0
0
0
0
0
0
0%
Race/Ethnicity
Unreported
0
0
0
0
0
0
0
0
0
0%
121
100%
Non Resident
Alien
Black/African
American
American
Indian/Alaska
native
Total
50
89
48
86
47
85
44
77
*Source: IPEDS Human Resources Data. New IPEDS categories went into effect in 2009.
2011-2012 Fact Book
Employee Profile
115
Adjunct Faculty
Adjunct Faculty by Gender and Race/Ethnicity
2011
100%
1
80%
8
3
60%
40%
8
5
232
4
144
Hispanic
/Latino
White
2
20%
3
1
29
9
19
0%
Black/African
American
Asian
American
Indian/Alaska
native
Men
Two or More
Races
Race/Ethnicity
Unreported
Women
2008
Men
2008
Women
2009
Men
2009
Women
2010
Men
2010
Women
2011
Men
2011
Women
2011
Total
2011 %
of
Total
0
0
0
0
0
0
0
0
0
0%
1
2
1
3
2
4
1
3
4
1%
0
0
0
1
0
0
2
1
3
1%
Asian
2
3
3
5
1
7
3
8
11
2%
Hispanic/Latino
3
2
3
3
3
5
4
5
9
2%
White
145
206
160
229
163
233
144
232
376
80%
Two or More
Races
0
0
13
12
0
0
9
8
17
4%
Race/Ethnicity
Unreported
22
29
14
15
28
27
19
29
48
10%
Total
173
242
194
268
197
276
182
286
468
100%
Non Resident
Alien
Black/African
American
American
Indian/Alaska
native
*Source: IPEDS Human Resources Data
2011-2012 Fact Book
Employee Profile
116
Full Time Staff
Full Time Staff by Gender and Race/Ethnicity
2011
100%
80%
7
9
60%
175
18
40%
8
20%
71
4
0%
Asian
Hispanic/Latino
Men
White
Women
2008
Men
2008
Women
2009
Men
2009
Women
2010
Men
2010
Women
2011
Men
2011
Women
2011
Total
2011 %
of
Total
Non Resident
Alien
0
0
0
0
0
0
0
0
0
0%
Black/African
American
8
6
8
6
8
6
8
7
15
5%
0
0
0
0
0
1
0
0
0
0%
0
0
0
0
0
0
0
0
0
0%
Asian
6
9
6
9
6
9
6
9
15
5%
Hispanic/Latino
6
14
6
13
4
16
4
18
22
7%
White
76
188
71
174
70
177
71
175
246
83%
Two or More
Races
0
0
0
0
0
0
0
0
0
0%
Race/Ethnicity
Unreported
0
0
0
0
0
0
0
0
0
0%
Total
96
217
91
202
88
209
89
209
298
100%
Native Hawaiian
or Other Pacific
Islander
American
Indian/Alaska
native
2011-2012 Fact Book
Employee Profile
117
Part Time Staff
Part Time Staff by Gender and Race/Ethnicity
2011
100%
80%
60%
40%
20%
0%
10
1
8
17
109
5
12
61
Asian
Hispanic
White
1
12
1
3
Non Resident Black/African American
Alien
American Indian/Alaska
native
Men
2
10
Two or more Race Ethnicity
races
Unreported
Women
2008
Men
2008
Women
2009
Men
2009
Women
2010
Men
2010
Women
2010
Total
2011
Men
2011
Women
2011
% of
Total
0
0
1
2
1
1
2
1
0
%
5
4
5
2
4
2
6
3
10
%
0
0
0
0
0
0
0
1
0
%
Asian
10
11
7
8
6
7
13
5
8
%
Hispanic
21
13
16
12
13
19
32
12
17
%
White
50
112
45
140
56
114
170
61
109
%
Two or more
races
0
0
1
2
0
0
0
2
1
%
Race/Ethnicity
Unreported
6
13
2
9
4
12
16
10
12
%
Total
92
153
77
175
84
155
239
95
157
100%
Non Resident
Alien
Black/African
American
American
Indian/Alaska
native
2011-2012 Fact Book
Employee Profile
Full Time Faculty and Staff
By Age Category
Full Time Faculty
Under 55
40%
55 and over
60%
Full-Time Staff
Under 55
62%
55 and over
38%
*Source: Human Resources Data.
2011-2012 Fact Book
118
Cost of Attendance
119
Tuition and Fee Rates
20082009
20092010
20102011
20112012
20122013
$24
$108
$132
$24
$126
$150
$24
$136
$160
$24
$146
$170
$24
$152
$176
Tuition per credit
Fee per credit
Total Tuition & Fee per credit
Residents Outside New England & International
$36
$108
$144
$36
$126
$162
$36
$136
$172
$36
$146
$182
$36
$152
$188
Tuition per credit
Fee per credit
$230
$108
$338
$230
$126
$356
$230
$136
$366
$230
$146
$376
$230
$152
$382
Student Services Charge
(if enrolled in 6 or more credits)
$ 25
$ 25
$25
$25
$25
Student Placement Testing Fee
Technology/LabCharge for specialized courses
(Per Course with maximum of $300)
$ 50
$100
$ 50
$100
$50
$100
$50
$100
$50
$100
$866
$60
$150
$50
$928
$60
$150
$50
$1049
$500
$150
$100
$100
$100
Tuition & Fees
per credit
Massachusetts Residents
Tuition per credit
Fee per credit
Non MA New England Residents
Other Charges
Ramp Up Math Course Fee
Student Health Insurance**
Nursing Program Resource Fee
st
Diagnostic Medical Sonography Resource Fee – 1 yr
Diagnostic Medical Sonography Resource Fee – 2
nd
$840
$840
yr
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
(self paced studies)
$ 75
$ 75
$75
$75
$75
$ 9
$ 2
$ 30
$ 9
$ 2
$ 30
$9
$2
$ 30
$9
$2
$30
$9
$2
$30
MassPirg Fee**
Transcript Fee (each)
Graduation Fee
*Based on Fiscal Year
**Can be waived
2011-2012 Fact Book
Financial Aid
120
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. In 2011-2012,
Financial Aid Data for FY 2012 shows that as of October 3, 2012, Middlesex Community College
disbursed $21,295,701 in financial aid to its students. Below is a graph that depicts the amounts by
category; and, on the pages that follow, shows trend detail for Financial Aid disbursements.
Financial Aid
2011-2012
Middlesex Community College Institutional Scholarships
$
746,412
Massachusetts Grants, Need Based Tuition Waivers, Scholarships
Federal Grants, Scholarships
Other Grants, Scholarships, and Work Study
Loans
Total Financial Aid
$ 2,143,902
$ 11,786,448
$
129,711
$ 6,489,228
$ 21,295,701
*As of October 3, 2012
Financial Aid 2011-2012
14,000,000
12,000,000
$11,786,448
10,000,000
8,000,000
$6,489,228
6,000,000
4,000,000
$2,143,902
2,000,000
$746,412
$129,711
0
Federal Grants,
Scholarships
Loans
Massachusetts
Grants, Need Based
Tuition Waivers,
Scholarships
Institutional
Scholarships
Other Grants,
Scholarships, and
Work Study
2011-2012 Fact Book
Financial Aid
121
Financial Aid Applicants and Awards
FY2008
Financial Aid
Applicants Enrolled
FY 2009
FY2010
FY2011
FY2012
4,195
4,857
6,064
6,524
6,909
3,064
4,103
4,971
5,419
5,992
Total Grants,
Scholarships &
Work Study
$6,452,697
$8,396,491
$12,318,041
$ 13,815,500
$14,806,473
Total Loans
$3,292,945
$3,755,867
$5,514,417
$ 5,706,349
$6,489,228
$9,745,642
$12,152,358
$17,832,458 $ 19,521,849
Total Financial Aid
Grants,
Scholarships &
66%
69%
69%
71%
Work Study as a
Percent of Financial
Aid
Loans as a Percent
34%
31%
31%
29%
of Financial Aid
* Financial Aid Data for FY 2012 shown as of October 3, 2012
$21,295,701
Financial Aid
Applicants Awarded
70%
30%
Financial Aid 2008-2012
100%
80%
60%
40%
20%
0%
FY2008
FY2009
FY2010
FY2011
FY2012
Grants, Scholarships & Work Study as a Percent of Financial Aid
Loans as a Percent of Financial Aid
2011-2012 Fact Book
Financial Aid
122
Financial Aid Grants, Scholarships, & Work Study
2008-2012
Disbursed
in
FY 2008
0
3,000
Disbursed
in
FY 2009
0
0
Disbursed
in
FY 2010
0
13,500
Disbursed
in
FY 2011
0
0
Disbursed
in
FY 2012
0
0
0
0
2,812
0
0
0
0
0
0
0
11,170
0
0
0
0
1,150
1,250
0
470
0
50,174
0
0
19,145
0
0
3,960
0
0
5,400
0
0
0
5,000
0
11,653
25,000
16,247
25,000
7,200
45,650
7,800
15,000
0
15,000
3,000
6,500
11,000
10,000
3,750
10,000
10,000
30,650
10,000
10,000
15,600
26,250
30,000
31,190
46,250
27,006
30,612
38,249
39,642
46,518
MCC Foundation Scholarship
36,600
25,582
75,958**
Gear Up
51,972
102,001
56,450
Part-Time Grant
145,000
155,000
114,550
Academic Competitiveness
Grant
15,925
14,950
91,534
Federal Work Study
136,389
151,520
162,832
Federal SEOG Grant
152,203
154,155
155,853
Need Based Tuition Waiver
371,002
371,002
371,002
MASSGrant
157,662
264,025
451,145
MCC Safety Net Scholarship
345,000
492,464
566,118
Massachusetts Cash Grant
970,437
970,437
776,215
Federal Pell Grant
3,961,678
5,527,290
9,300,990
Total Grants, Scholarships,
and Work Study
$6,452,697 $8,396,491 $12,318,041
**Calendar year 2009 ***Calendar Year 2010 ****Calendar Year 2011
64,746***
77,619
85,000
67,605****
83,519
73,000
85,588
128,203
160,457
371,002
517,232
571,258
776,350
10,855,453
0
129,711
195,985
474,713
537,884
678,807
872,868
11,565,463
$13,815,500
$14,806,473
Grants, Scholarships, Work
Study
Maine State Scholarship
Mass Educational Rewards
New Hampshire State
Incentive Program
One Family Scholarship
Scholarship
Rhode Island State
Scholarship
Vermont State Scholarship
Foster Child Grant
Mass Christian Herter
Scholarship
Energy Utility Technician
Scholarship/Grant
TRIO Student Success Grant
Para-professional Teacher
Preparation Grant
TRIO Program for Student
Achievement Scholarship
Early Childhood Educators
Scholarship
John and Abigail Adams
Scholarship
2011-2012 Fact Book
Financial Aid
123
Student Loans
2008-2012
Disbursed
in
FY 2008
Disbursed
in
FY 2009
Disbursed
in
FY 2010
Disbursed
in
FY 2011
Disbursed
in
FY 2012
19,913
88,669
33,611
42,505
17,550
59,311
29,174
24,806
49,487
59,566
1,028,908
1,243,015
2,020,593
2,205,177
2,709,704
1,850,080
2,295,565
3,257,286
3,180,998
3,433,227
68,922
8,000
64,266
59,908
27,583
91,444
113,855
168,274
241,598
Total Loans
3,292,945
3,755,867
5,514,417
5,706,349
6,489,228
LOANS
Federal Perkins Loan
Federal Parent Loan
for Student
Federal Subsidized
Stafford Loan
Federal Unsubsidized
Stafford Loan
Massachusetts
Educational Financing
Authority MEFA
Massachusetts
Educational Financing
Authority Students
MEFAS
The Education
Resource Institute
TERI
Alternative Loans
51,066
98,074
116,671
2011-2012 Fact Book
Middlesex Community College Foundation
124
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.
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 range in value from $500 to $5,000 per year for students
enrolled full time.
MCC Foundation Scholarships
Emily Boudrot Memorial Scholarship
Middlesex Community College Foundation Merit Award
Robert Cataldo Scholarship
New England Woodcarvers (NEWC) Scholarship
John Michael Delehanty Memorial Scholarship
NorthEast Association of Realtors Scholarship
Geraldine B. Deragon Scholarship Fund
Thomas O’Mahony “Spirit of Excellence Award”
Kim Forte Memorial Scholarship
Barbara B. Saloom Memorial Scholarship
Catherine L. Goodwin Memorial Scholarship
Securitas Security Scholarship
The Muriel G. Hervey Memorial Scholarship
Lura Smith Scholarship
Mavis Leno Scholarship
Verena Stair Memorial Scholarship
Charles and Olga Malvers Memorial Scholarship
Paul Sullivan Scholarship
Markowicz-Dundorf Scholarship
Support Staff Scholarship
Lexington-Concord Chapter of the Armed Forces
Communications & Electronics Association
(AFCEA) Scholarship
Shirley W. Thidemann Memorial Scholarship
Roger Melanson Memorial Scholarship
Judith Tarutz Scholarship
Robert Minue Memorial Scholarship
Collegiate TRIO Programs Scholarship
Unitas Scholarship
2011-2012 Fact Book
Financial Profile
125
Budget Trend
FY2008–FY 2012
FY2008
FY2009
FY2010
FY2011
FY2012
I. Local Trust Funds
Institutional Support
Admin & Facility Use
Safety Net Scholarship
All College Purpose Trust
Graduation
Sub-Total Local Funds
$19,957,020
320,400
400,000
360,000
42,000
$21,079,420
$21,705,485
289,125
500,000
380,000
42,000
$22,916,610
$23,959,524
730,360
600,000
380,000
50,000
$25,719,884
$28,134,406
730,360
600,000
390,000
50,000
$29,904,766
30,397,092
730,360
700,000
395,000
50,000
$32,272,452
$19,759,003
85,150
0
0
$18,960,580
85,150
0
0
$15,460,360
66,000
0
0
$17,238,156
51,366
0
0
0
0
5,736,787
1,449,605
171,121,183
0
0
0
168,292
0
$19,844,153
$19,045,730
$21,263,147
$18,739,127
$17,289,475
$40,923,573
$41,962,340
$46,983,031
$48,643,893
$49,561,927
II. State/Federal Budget
Appropriations
Maintenance Account
Mass. Ed. Oppor. Prg.
McNair Tutoring Grant
Ed. Ref. Material (ERM)
Tuition Retention
Federal Stimulus Funds
Sub-Total
State/Federal Funds
Grand Total
Local & State & Federal
Funds
2011-2012 Fact Book
Financial Profile
126
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
• Meet grant-proposal criteria regarding participation levels for faculty and staff giving
Every penny raised through the Annual Fund is directly applied to college initiatives that help to enrich
and diversify academic offerings, promote student success, and fund exceptional programs to impact
MCC’s teaching, learning and working environment.
2012 Annual Fund Grant Awards were:
•
Care of Permanent Art Collection
Submitted by Jan Arabas
•
International Film Series
Submitted by Jan Arabas
•
First Year Student Engagement Series
Submitted by Paula Dias
•
Diversity Summit for Students
Submitted by Maryanne Mungovan
•
Development Dialogues in India
Submitted by Patricia Demaras
•
The National Society of Leadership & Success Pilot
Submitted by Melissa Welch
•
Textbooks Unbound
Submitted by MaryAnn Niles
•
Dental Hygiene Alumni Networking Event
Submitted by Karen Townsend
•
Funding for Faculty & Staff Development
Submitted by Mary Anne Dean
•
Student Emergency Funding
Submitted by Pamela Flaherty
$3,300
$4,980
$5,000
$5,000
$5,000
$2,800
$5,000
$5,000
$5,000
$2,500
2010-2011 Fact Book
Financial Profile
127
2011-2012 Grant Funding
Roadmap Project
This project supported professional development for faculty to
enable them to assist students in using e-portfolios beginning in
First Year Experience courses.
Advancing Cambodian Arts and Culture
Project supports Cambodian culture and arts activities.
Building Careers in Early Childhood- Region III Professional
Development Grant (503594/31593)
Building Careers students will receive academic advising,
mentoring, and career counseling as well as assistance in
identifying additional financial and academic resources and in
transitioning to MCC.
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.
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.
Vision Project - First Year Experience
The First Year Experience project will include 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.
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.
Online Success Center for Adult Learners
This project, based on the e-tutoring model, provides online
access to advising and career services and facilitates
connections to MCC advising and academic support services.
Out-of -School Youth - Greater Lowell Community
Foundation
Funding supports activities of the MCC Out-of-School Youth
Development Center which assists students to earn a GED and
complete CNA training.
Linkages for Entrepreneurship Achievement Project Implementation Grant (503088/31625)
MCC will collaborate 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.
CDBG Out-of-School Youth
The funds will be used to support the Out-of-School Youth
Development Center at Middlesex Community College that
provides academic tutoring, GED testing, support services, and
employment preparation services to highly at-risk students.
Lowell High School - SCORE Project
This project supports a peer mediation program at Lowell High
School.
American
Association of
Colleges and
Universities
Cultural
Organization of
Lowell
Department of Early
Education and Care
Budget Direct $
Budget Indirect $
Total $
10,000
0
10,000
Budget Direct $
Budget Indirect $
Total $
Budget Direct $
Budget Indirect $
Total $
6,000
0
6,000
41,756
0
41,756
Department of
Elementary and
Secondary
Education
Budget Direct $
Budget Indirect $
Total $
25,926
2,074
28,000
Department of
Elementary and
Secondary
Education
Budget Direct $
Budget Indirect $
Total $
328,868
16,443
345,311
Department of
Higher Education
Budget Direct $
Budget Indirect $
Total $
123,936
0
123,936
Department of Labor
Budget Direct $
Budget Indirect $
Total $
437,005
21,850
458,855
Fund for the
Improvement of
Postsecondary
Education
Greater Lowell
Community
Foundation
Budget Direct $
Budget Indirect $
Total $
32,082
0
32,082
Budget Direct $
Budget Indirect $
Total $
10,000
0
10,000
Higher Education
Development
Budget Direct $
Budget Indirect $
Total $
149,887
4,297
154,184
HUD Community
Development Block
Grants
Budget Direct $
Budget Indirect $
Total $
14,700
0
14,700
Lowell High School
Budget Direct $
Budget Indirect $
Total $
35,000
0
35,000
2010-2011 Fact Book
Financial Profile
Funding for the B.R.I.D.G.E. Alternative Middle School
This funding supports all activities associated with the Alternative
Middle School, including staff and learning resources.
OSY Development Center - SAAB Family Fund
Funding supports activities undertaken by the OSY
Developmental Center, including GED preparation, job search
and postsecondary training programs.
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
will provide services to students and parents to increase the
number of low-income students enrolling and persisting in
college.
Americorp/Vista - Multicultural Achievement Peer Program
This project with support an Americorp/Vista worker who will
oversee the activities of the Multicultural Achievement Peer
Program and also outreach to community schools and
organizations to advance awareness of higher education
opportunities at MCC.
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.
MCC -MCAS Partnership (summer program)
MCC will offer an academic support services program for a total
of 50 students from the Classes of 2003 and 2011 from area high
schools, including Lowell, Greater Lowell Technical , and
Lawrence High School .
Transition Program (LINKS)
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.
Dual Enrollment Program
This project supports the enrollment of high school students in
college-level courses.
Direct Support Professional Training Program
This project supports the training of direct support professionals
who are employed in human services.
Safe and Successful Youth Initiative (SSYI)
MCC will offer educational pathways for youth and young adults
identified by the City of Lowell Police Department. GED studies
and career readiness will be offered through the MCC Out-ofSchool Youth Development Center. Other options include
LMACS.
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.
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.
Mifflin - Raising Student Achievement through Staff Capacity
Building
Funding matches $10,000 challenge grant from the Parker
Foundation and will support faculty professional development and
revision of LMACS curriculum to include core student success
skills.
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.
Lowell Public
Schools
Mark and Elisia
Saab Family Fund
Massachusetts
Board of Higher
Education
Massachusetts
Campus Compact
128
Budget Direct $
Budget Indirect $
Total $
Budget Direct $
Budget Indirect $
Total $
791,863
36,093
827,956
20,000
0
20,000
Budget Direct $
Budget Indirect $
Total $
243,212
6,788
250,000
Supports Funding
of Position
Massachusetts
Department of
Education
Budget Direct $
Budget Indirect $
Total $
141,258
11,301
152,559
Massachusetts
Department of
Education
Budget Direct $
Budget Indirect $
Total $
12,037
963
13,000
Massachusetts
Department of
Education
Budget Direct $
Budget Indirect $
Total $
72,238
5,779
78,017
Massachusetts
Department of
Higher
Education
Massachusetts
Department of
Mental
Retardation
Massachusetts
Executive Office of
Health and Human
Services
Budget Direct $
Budget Indirect $
Total $
40,000
0
40,000
Budget Direct $
Budget Indirect $
Total $
28,943
3,052
31,995
Budget Direct $
Budget Indirect $
Total $
88,636
8,864
97,500
Massachusetts
Office of Attorney
General
Budget Direct $
Budget Indirect $
Total $
34,000
0
34,000
Massachusetts
Office of Attorney
General
Budget Direct $
Budget Indirect $
Total $
54,000
2,000
56,000
Mifflin Memorial
Foundation
Budget Direct $
Budget Indirect $
Total $
10,000
0
10,000
Nathaniel and
Elizabeth Stevens
Foundation
Budget Direct $
Budget Indirect $
Total $
3,000
0
3,000
2010-2011 Fact Book
Financial Profile
Louis Stokes Alliances for Minority Participation (LSAMP)
This project supports activities, such as summer Bridge
programs, mentoring, field trips, and facilitated study groups, to
assist students from minority populations to succeed in STEM
(science, technology, engineering, mathematics) programs and
transfer t
Boston Area Advanced Technological Education
Connections (BATEC)
This project provides professional development for faculty and
activities for students to support information technology career
pathways.
Commonwealth Alliance for Information Technology - Year
Four
MCC will collaborate with UMass - Lowell to broaden participation
by students in computing programs.
Computer Forensics
This project is focused on developing courses and an associate
degree curriculum in computer forensics in collaboration with
other community colleges.
Northeastern University Step Up Grant
This project provides funding to support students majoring in
STEM Programs to complete associate degree studies and
transfer into bachelor degree programs. Activities include
mentoring, field trips, and research.
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.
Taking the LEAP to Readiness for College-Level Writing
Teams of public school teachers will work with MCC and UMass
faculty to prepare students for college-level writing through
designing common expectations, identifying performance
indicators, and disseminating outcomes.
Community Cambodian Kiln Project
Funding will support construction of a Community Cambodian
Smokeless Wood Fire Kiln, which will permit education and
training of others in Cambodian ceramics, which are in danger of
becoming a lost art form. Project is a partnership with LPS and
LNHP.
Raising Student Achievement Through Staff Capacity
Building
This project will increase the expertise of Lowell Middlesex
Academy Charter School faculty and staff to deliver services.
Training will be provided in revising the curriculum and classroom
management. Faculty will develop and pilot revised curriculum.
East-West Center Title VI Project
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 665 Lowell Public School students with early
college awareness and academic enrichment to foster a college
going culture.
Program for Student Achievement
This program provides intensive case management and
academic support for 100 students with documented disabilities,
at least one-third of whom are low-income, and all of whom will
have tested into one or more developmental courses.
Student Success Program
Student Success Program serves 200 first generation, low income students through a variety of academic and case
management services.
Talent Search
Provides intensive support to 714students in the Lowell Public
Schools to assist them to achieve academic success and enter
college.
129
National Science
Foundation
Budget Direct $
Budget Indirect $
Total $
39,129
0
39,129
National Science
Foundation
Budget Direct $
Budget Indirect $
Total $
14,478
1,272
15,750
National Science
Foundation
Budget Direct $
Budget Indirect $
Total $
500
0
500
National Science
Foundation
Budget Direct $
Budget Indirect $
Total $
20,241
2,386
22,627
National Science
Foundation
Budget Direct $
Budget Indirect $
Total $
46,440
2,834
49,274
National Endowment
for the Humanities
Budget Direct $
Budget Indirect $
Total $
7,430
0
7,430
Northeast Regional
Readiness Center
Budget Direct $
Budget Indirect $
Total $
4,995
0
4,995
Theodore Edson
Parker Foundation
Budget Direct $
Budget Indirect $
Total $
30,000
0
30,000
Theodore Edson
Parker Foundation
Budget Direct $
Budget Indirect $
Total $
10,000
0
10,000
US Department of
Education
Budget Direct $
Budget Indirect $
Total $
6,000
0
6,000
US Department of
Education
Budget Direct $
Budget Indirect $
Total $
276,000
24,000
300,000
US Department of
Education
Budget Direct $
Budget Indirect $
Total $
223,326
17,066
240,392
US Department of
Education
Budget Direct $
Budget Indirect $
Total $
289,378
21,950
311,328
US Department of
Education
Budget Direct $
Budget Indirect $
Total $
305,490
24,359
329,849
2010-2011 Fact Book
Financial Profile
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.
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.
Geothermal Earmark
This project supports the installation of a geothermal system on
the Bedford campus with an educational component.
Greater Lowell WIB/Out-of-School Youth )
The MCC OSY Center provides prepares students to take the
GED exam and assists them with entering employment and/or
post-secondary education and training programs.
Greater Lowell Workforce Investment Board/In-school Youth
The MCC In-School Youth Program serves 20 returning senior
Latino students 25 junior Latino students. Services include:
intensive case management; facilitation of student participation in
support services; and career planning.
130
US Department of
Education
Budget Direct $
Budget Indirect $
Total $
399,477
0
399,477
US Department of
Education
Budget Direct $
Budget Indirect $
Total $
232,963
17,037
250,000
US Department of
Energy
Workforce
Investment Act
Grant Funds
Budget Direct $
Budget Indirect $
Total $
Budget Direct $
Budget Indirect $
Total $
237,875
0
237,875
47,619
2,381
50,000
Workforce
Investment Act
Grant Funds
Budget Direct $
Budget Indirect $
Total $
31,282
1,564
32,846
2010-2011 Fact Book
MIDDLESEX
Community College
Respect Diversity ★ Strive for Excellence ★ Contribute to Society ★ Develop Strong Ethics ★ Act with Integrity
Honor Code
MIDDLESEX
COMMUNITY COLLEGE
Middlesex Community College seeks to foster a climate for academic achievement, personal growth,
and community engagement, based on a strong sense of mutual respect, integrity, and social
responsibility.
MIDDLESEX
COMMUNITY COLLEGE
As individuals, we will be honorable and accountable for our own work and actions in all that we
say, write and do. As a college, we will support and promote the integrity and well-being of our
community.
I pledge to support and uphold the Middlesex Community College Honor Code.
MIDDLESEX
I support :
Rights
COMMUNITY COLLEGE
MIDDLESEX
• Quality education and support
• Freedom of inquiry and expression
• A civil and respectful learning and campus environment
• Fair and equal treatment, including due process
• Privacy & confidentiality of academic and personal information and concerns
COMMUNITY COLLEGE
Responsibilities
• Respecting the rights and dignity of others
• Reporting incidents or situations that threaten or impact the safety and well-being of the
college community
• Knowledge of and compliance with individual course policies and procedures
• Knowledge of and compliance with college policies, procedures, and authorities
• Compliance with federal, state, and local laws
MIDDLESEX
COMMUNITY COLLEGE
I will not support :
Academic Misconduct
MIDDLESEX
COMMUNITY COLLEGE
Personal Misconduct
MIDDLESEX
COMMUNITY COLLEGE
MIDDLESEX
COMMUNITY COLLEGE
MIDDLESEX
COMMUNITY COLLEGE
• Cheating
• Receiving or giving unauthorized aid
• Plagiarizing
• Misrepresenting oneself or one's work
• Lying, fabrication, and falsification
• Aiding or encouraging the academic misconduct of others
• Disrupting class or campus activities or environments
• Harassing or otherwise interfering with the safety, rights, and freedoms of others
• Stealing from or accessory to theft from others or the college
• Misusing computer and network facilities
• Damaging, or unauthorized or inappropriately accessing records, equipment, and facilities
• Using or being under the influence of alcohol or illegal substances on campus
• Unauthorized promoting or selling of goods, services, or activities
The College’s honor code applies in the classroom, on the college campuses, and at college sponsored
activities off-campus. College policies, the code of conduct, the disciplinary process, and the student
grievance procedures can be found in the student handbook located online at
www.middlesex.mass.edu (alternative formats available upon request).
Bedford • MASSACHUSETTS • Lowell

Fact Book - Middlesex Community College

Transcription

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