HLC 11.15.2016

Overview of Interim Report – One Report 2.C. The governing board of the institution is sufficiently autonomous to make decisions in the best interest of the institution and to assure its integrity. 5.B. The institution’s governance and administrative structures promote effective leadership and support collaborative processes that enable the institution to fulfill its mission. 5.C. The institution engages in systematic and integrated planning.

2.C. The governing board of the institution is sufficiently autonomous to make decisions in the best interest of the institution and to assure its integrity. 1. The governing board’s deliberations reflect priorities to preserve and enhance the institution. 2. The governing board reviews and considers the reasonable and relevant interests of the institution’s internal and external constituencies during its decision-making deliberations. 3. The governing board preserves its independence from undue influence on the part of donors, elected officials, ownership interests, or other external parties when such influence would not be in the best interest of the institution. 4. The governing board delegates day-to-day management of the institution to the administration and expects the faculty to oversee academic matters.

2.C. The governing board of the institution is sufficiently autonomous to make decisions in the best interest of the institution and to assure its integrity. Sample Evidentiary Documents - Legal documents creating the higher education entity; - Board bylaws, operating guides; - Board policies on decision-making, agenda-building, and priority- setting; - Statements within board authority explicitly outlining day-to-day management to administrators; - Board agendas detailing items of consideration; - Statements clarifying Board authority to hire, evaluate, and fire the CEO of the Institution; - Board minutes demonstrating evaluation of the CEO.

2.C. The governing board of the institution is sufficiently autonomous to make decisions in the best interest of the institution and to assure its integrity. Findings Board's deliberations preserve and enhance the institution, the evidence was not robust. concerned about the Board's expectations concerning the faculty's role in shared governance. It is unclear whether the Board expects the faculty to oversee the academic matters of the institution. did not discover adequate evidence that the Board considers the reasonable and relevant interest of the institution's internal constituencies during its decision making deliberations. there is not a clear understanding regarding the implementation of participatory or shared governance among these groups. In addition, the evidence is not clear that the Board considers the reasonable and relevant interests of the institution's constituents during Board decision-making processes. did not demonstrate that the Board makes a concerted effort to include faculty and staff on issues that directly impact them in any of the shared governance activities. The report must include concrete evidence demonstrating implementation of shared governance as defined in MCC's district regulation 2.100.10.

5.B. The institution’s governance and administrative structures promote effective leadership and support collaborative processes that enable the institution to fulfill its mission. 1. The governing board is knowledgeable about the institution; it provides oversight of the institution’s financial and academic policies and practices and meets its legal and fiduciary responsibilities. 2. The institution has and employs policies and procedures to engage its internal constituencies—including its governing board, administration, faculty, staff, and students—in the institution’s governance. 3. Administration, faculty, staff, and students are involved in setting academic requirements, policy, and processes through effective structures for contribution and collaborative effort.

5.B. The institution’s governance and administrative structures promote effective leadership and support collaborative processes that enable the institution to fulfill its mission. Sample Evidentiary Documents: - Institutional Communication Plan; - Governance Structure Outline and policies/procedures; - Agendas and/or minutes from employee and student meetings with Administration; - Board minutes and agendas; - Board bylaws; - Policy committee minutes and action items; - Employee satisfaction survey results; - All-staff meeting agendas; - Internal newsletters, Facebook pages and other social media outlets.

5.B. The institution’s governance and administrative structures promote effective leadership and support collaborative processes that enable the institution to fulfill its mission. Findings: structures for Board of Trustee meetings discourage faculty participation in and faculty attendance at Board of Trustee meetings the procedures (the application of the policies) might be somewhat lacking. a need to define shared governance and its practical application to the District and its five campuses. The concern over shared governance seems to be negatively impacting effective leadership and collaborative processes at MCC. MCC's administration has started a new strategic planning initiative to address the campus climate concerns. students' role in shared governance was not well defined or described in MCC's policies. MCC might consider formally addressing students' role in shared governance to provide an additional co-curricular student leadership development opportunity.

5.C. The institution engages in systematic and integrated planning. The institution allocates its resources in alignment with its mission and priorities. The institution links its processes for assessment of student learning, evaluation of operations, planning, and budgeting. The planning process encompasses the institution as a whole and considers the perspectives of internal and external constituent groups. The institution plans on the basis of a sound understanding of its current capacity. Institutional plans anticipate the possible impact of fluctuations in the institution’s sources of revenue, such as enrollment, the economy, and state support. Institutional planning anticipates emerging factors, such as technology, demographic shifts, and globalization.

5.C. The institution engages in systematic and integrated planning. Sample Evidentiary Documents: - Integrated planning documents, planning maps including the following: Strategic Plan Operational Plan (Institutional, Operational Units) Master Academic Plan Department and Division Plans HR plan Student Support Services Plan Business Plan and Other Financial Planning Documents Foundation Plan Technology Plan Master Facilities Plan - Environmental Scanning documents and data.

5.C. The institution engages in systematic and integrated planning. Findings: The policy does not specify the method the Chancellor should use to develop the plan, nor does the policy specify that the plan consider the views of internal and external constituent groups. minimal evidence of how the strategic plan filters to the campus level, or how the process used to develop the plan includes input from faculty, staff, and students. each plan had a different format and different degrees of alignment with the overall MCC strategic plan. upcoming implementation of Hyperion software to tie budget to planning will assist in this effort. it is not clear which steps have been taken since the reports were completed. the College needs to inform its planning efforts but seems to be struggling to use the data to develop an updated plan. MCC's Strategic Planning efforts would not move forward and would not include input from faculty and staff once the HLC site visit was over. Additionally, several employees expressed concerns that decisions are made but there is a lack of communication to the campus communities.

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

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.

Comprehensive Planning Shared documents HLC Academy