HLC 9.20.2016

Update on Vacancies Criterion 1 – Joe Seabrooks The institution's Mission is clear and articulated publicly; it guides the institution's operations. Criterion 2 – Shelli Allen The institution acts with integrity; its conduct is ethical and responsible Criterion 3 – Mickey McCloud The institution provides high quality education, wherever and however its offerings are delivered. Criterion 4 – Cynthia Proctor The institution demonstrates responsibility for the quality of its educational programs, learning environments, and support services, and it evaluates their effectiveness for student learning through processes designed to promote continuous improvement. Criterion 5 – No Vacancies The institutions resources, structures, and processes are sufficient to fulfill its mission, improve the quality of its educational offerings, and respond to future challenges and opportunities. The institution plans for the future.

Framework of the Strategic Planning Process Augment Institutional participation: Discussions on Strategic Themes on all campuses; Bring back the strategic.plan@mcckc.edu mailbox; Use Zoom to increase participation districtwide; Record sessions; Outlook invites. Closure: Generate meeting outcomes; Align structure of all theme outcomes Summarize activity outcomes and Timeline: Dennis Jones; TWG Report; Noel Levitz; SWOT analysis; CLARUS Report Reconvene Strategic Planning Committee: Provide updates on overall process; Inform on new timeline and process.

Planning Approach Present Strategic Plan Draft to MCC Everyone Participate in belonging to our district strategic plan at in-service 2016 Align campus level initiatives and plans to the district strategic plan Generate more input for strategic themes Align strategic theme language and format Draft strategic plan Summarize activities and outcomes to date Reconvene Strategic Planning Committee Inform the drafting process and provide updates

Shared Governance Reconvene the large Shared Governance Group; Summarize outcomes so far; Update the Shared Governance Group of individual sub-group outcomes; Generate a “where we are in Shared Governance” report; Make recommendations on direction.

Excerpts from the HLC Report Board Involvement in Academic Matters 2.C; “with revision, stops and starts of the various assessment process, the college seems to be going in many directions creating a perceived chaotic approach to program reviews…” 4.S; “the current structures for Board of trustees meetings discourage faculty participation in and faculty attendance at board of trustees meetings..” “need to define shared governance and its practical application to the District and its five campuses” “MCC might consider formally addressing students’ role in shared governance to provide an additional co-curricular student leadership development opportunity” 5.B;

HLC Faculty Credentialing 3.C.2. All instructors are appropriately qualified, including those in dual credit, contractual, and consortial programs. 3.C.4. The institution has processes and resources for assuring that instructors are current in their disciplines and adept in their teaching roles; it supports their professional development.

Academic Credentials B.2. Faculty Roles and Qualifications a. Qualified faculty members are identified primarily by credentials, but other factors, including but not limited to equivalent experience, may be considered by the institution in determining whether a faculty member is qualified. Instructors possess an academic degree relevant to what they are teaching and at least one level above the level at which they teach, except in programs for terminal degrees or when equivalent experience is established. The institution defines a minimum threshold of experience and an evaluation process that is used in the appointment process. Faculty teaching general education courses, hold a master’s degree or higher in the discipline or subfield or a master’s degree or higher and have completed a minimum of 18 graduate credit hours in the discipline or subfield in which they teach. Faculty teaching in career and technical education college-level certificate and occupational associate’s degree programs should hold a bachelor’s degree in the field and/or a combination of education, training and tested experience.

Tested Experience Tested experience may substitute for an earned credential or portions thereof. This experience should be tested experience in that it includes a breadth and depth of experience outside of the classroom in real- world situations relevant to the discipline in which the faculty member would be teaching. An institution that intends to use tested experience as a basis for hiring faculty must have well-defined policies, procedures and documentation that demonstrate when such experience is sufficient to determine that the faculty member has the expertise necessary to teach students in that discipline.

Credentialing Procedure Establish Definitions and Process Fall 2016 Communicate procedure Spring 2017 with plan for compliance Follow new process Fall 2017 Definition Establish membership for task Define general education/technical education qualifications for MCC Tested Experience Identify areas where tested experience is necessary Define tested experience for each area Generate procedure Outline process for qualifying new hires Develop a plan to be in compliance with existing faculty