Stakeholder Input Doucments
Retired Action Projects
Systems Portfolio Process
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Goals for Student Learning, Academic Climate, Key Systems and Programs.
Key Non-Instructional Services and Programs.
Short- and Long-Term Requirements and Expectations of Students and Stakeholders.
Administrative, Faculty, and Staff Human Resources.
Alignment of Processes and Mission/Policies/Requirements.
Alignment of Administrative Support and Mission.
Collection and Distribution of Data/Information.
Commitments, Constraints, Challenges and Opportunities.
Key Partnerships and Collaborations.
Category 1: Helping Students Learn
Student Learning and Development Objectives.
Design of New Programs.
Responsiveness in Program Design.
Required Student Preparation.
Advising and Program Selection for Students.
Detecting and Addressing Different Learning Styles.
Special Needs of Student Subgroups.
Effective Teaching and Learning.
Design of Course Delivery System.
Currency of Programs and Courses.
Determination of Learning Support Needs.
Alignment of Co-Curricular and Curriculum Goals.
Degrees and Certificates.
Assessment of Student Learning.
Measurement and Performance Results for Student Learning and Development.
Program Performance Results.
Evidence of Acquired Knowledge and Skill.
Learning Support Performance Results.
Benchmarking Results for Helping Students Learn.
Recent Improvements in Helping Students Learn.
Improvement Efforts for Helping Students Learn.
Category 2: Accomplishing Other Distinctive Objectives
Design and Operation of Key Non-Instructional Processes.
Development of Non-Instructional Objectives.
Assessment and Review of Non-Instructional Objectives.
Faculty/Staff Needs for Other Objectives.
Measures and Performance Results for Non-Instructional Objectives.
Benchmarking Results for Other Distinctive Objectives.
Impact of Other Distinctive Objectives on MCC and External Environment.
Recent Improvements in Accomplishing Other Distinctive Objectives.
Improvement Efforts for Accomplishing Other Distinctive Objectives.
Category 3: Understanding Students’ and Other Stakeholders’ Needs
Identification of Changing Student Needs.
Stakeholder Group Needs and Relationships.
Student and Stakeholder Targeting.
Student and Stakeholder Complaint Processes.
Student and Stakeholder Satisfaction.
Results for Student and Stakeholder Satisfaction.
Performance Results for Student Relationships.
Performance Results for Stakeholder Relationships.
Results Comparisons for Understanding Student and Stakeholder Needs.
Recent Improvements in Understanding Student and Stakeholder Needs.
Improvement Efforts for Understanding Student and Stakeholder Needs.
Category 4: Valuing People
Credentials, Skills and Values of MCC Employees.
Employee Recruitment, Hiring, Orientation and Retention.
Human Resources Planning.
Organizational Productivity and Employee Satisfaction.
Ethical Practices of Employees.
Employee Training Needs.
Employee Performance Evaluation.
Employee Recognition, Reward, Compensation and Benefits.
Motivation of Faculty, Staff and Administrators.
Employee Satisfaction, Health and Safety.
Measures and Performance Results for Valuing People.
Evidence of Employee Productivity and Effectiveness.
Benchmarking Results for Valuing People.
Recent Improvements in Valuing People.
Improvement Efforts for Valuing People.
Category 5: Leading and Communicating
MCC’s Mission, Vision and Values.
Leadership Direction Toward Mission, Vision, and Values.
Seeking Future Opportunities.
Organizational Decision Making.
Use of Data in Decision Making.
Maintenance of Mission, Vision and Values.
Measures and Results for Leading and Communicating.
Benchmarking Leading and Communicating.
Recent Improvements in Leading and Communicating.
Improvement Efforts for Leading and Communicating.
Category 6: Supporting Institutional Operations
Support Service Needs of Students and Stakeholder Groups.
Identification of Support Service Needs.
Processes for Physical Safety and Security.
Key Support Service Processes.
Documentation of Support Processes.
Results for Student and Institutional Support Services.
Results for Administrative Support Services.
Use of Information to Improve Support Services.
Benchmarking Support for Organizational Operations.
Recent Improvements in Supporting Organizational Operations.
Improvement Efforts for Supporting Organizational Operations.
Category 7: Measuring Effectiveness
Selection, Management and Distribution of Data.
Data Support for Planning and Improvement.
Collection, Storage, and Accessibility of Data.
Analysis of Performance Data.
Alignment of Data Analysis With Organizational Goals.
Information Systems and Processes.
Measures of Knowledge Management.
Results for Measuring Effectiveness.
Recent Improvements in Measuring Effectiveness.
Improvement Efforts for Measuring Effectiveness.
Category 8: Planning Continuous Improvement
MCC’s Key Planning Processes.
Selection of Short- and Long-Term Strategies.
Development of Action Plans.
Alignment of Planning Processes.
Objectives and Goals at MCC.
Risk Assessment in Planning.
Development of Human Capacity to Address Change.
Effectiveness and Benchmarking of Planning Processes and Systems.
Performance Results for Organizational Planning.
Target Setting for Organizational Planning.
Measures and Evaluation of Planning Processes.
Recent Improvements in Continuous Improvement.
Improvement Efforts for Planning Continuous Improvement.
Category 9: Building Collaborative Relationships
Relationships with Organizations that Supply MCC with Students.
Relationships with Organizations MCC Students Will Attend or Join.
Relationships with Organizations that Supply Materials and Services.
Relationships with External Associations, Partners, and Agencies.
Internal Relationships Among Organizational Units at MCC.
Measures and Results for Internal and External Relationships.
Benchmarking Results for Collaborative Relationships.
Recent Improvements in Building Relationships.
Improvement Efforts for Building Collaborative Relationships.
Index to Evidence Related to the Criteria for Accreditation
Criterion One – Mission and Integrity
Core Component 1a: The organization’s mission documents are clear and articulate publicly the organization’s commitments.
Core Component 1b: In its mission documents, the organization recognizes the diversity of its learners, other constituencies, and the greater society it serves.
Core Component 1c: Understanding of and support for the mission pervade the organization.
Core Component 1d: The organization’s governance and administrative structures promote effective leadership and support collaborative process that enables the organization to fulfill its mission.
Core Component 1e: The organization upholds and protects its integrity.
Criterion Two – Preparing for the Future
Core Component 2a: The organization realistically prepares for a future shaped by multiple societal and economic trends.
Core component 2b: The organization’s resource base supports its educational programs and its plans for maintaining and strengthening their quality in the future.
Core component 2c: The organization’s ongoing evaluation and assessment processes provide reliable evidence of institutional effectiveness that clearly informs strategies for continuous improvement.
Core component 2d: All levels of planning align with the organization’s mission, thereby enhancing its capacity to fulfill that mission.
Criterion Three – Student Learning and Effective Teaching
Core component 3a: The organization’s goals for student learning outcomes are clearly stated for each educational program and make effective assessment possible.
Core component 3b: The organization values and supports effective teaching.
Core component 3c: The organization creates effective learning environments.
Core component 3d: The organization’s learning resources support student learning and effective teaching.
Criterion Four—Acquisition, Discovery, and Application of Knowledge
Core Component 4a: The organization demonstrates, through the actions of its board, administrators, students, faculty, and staff, that it values a life of learning.
Core Component 4b: The organization demonstrates that acquisition of a breadth of knowledge and skills and the exercise of intellectual inquiry are integral to its educational programs.
Core Component 4c: The organization assesses the usefulness of its curricula to students who will live and work in a global, diverse, and technological society.
Core component 4d: The organization provides support to ensure that faculty, students, and staff acquire, discover, and apply knowledge responsibly.
Criterion Five—Engagement and Service
Core Component 5a: The organization learns from the constituencies it serves and analyzes its capacity to serve their needs and expectations.
Core Component 5b: The organization has the capacity and the commitment to engage with its identified constituencies and communities.
Core Component 5c: The organization demonstrates its responsiveness to those constituencies that depend on it for service.
Core Component 5d: Internal and external constituencies value the services the organization provides.
List of Figures
Mott Community College
Steve Robinson, Ph.D.
Executive Dean of
Systems Portfolio Printable Version pdf
Systems Appraisal Feedback Report 09/28/09 pdf
November 10, 2009
MOTT COMMUNITY COLLEGE
1401 East Court St.
Flint, MI 48503
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