Tuesday, July 26, 2016
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Institutional Effectiveness

Quality Enhancement Plan

Executive Summary

Title: Strengthening the Online Student Learning Environment at Montgomery Community College

Developing the Topic
To determine the topic for the MCC Quality Enhancement Plan (QEP), a Planning Committee was selected by the President's Cabinet which included primarily faculty representatives, as well as representatives from the College administration, Curriculum administration, Institutional Effectiveness, Student Services, the Library, Marketing, and Continuing Education. The QEP Planning Committee conducted a series of surveys of students, faculty, staff, administration, and Board of Trustees to help determine an area that was of interest to and would have significant impact on the college community. From those surveys, it was determined that the topic of the QEP would be in the area of online learning.

The QEP Implementation Committee identified English (ENG 111), religion (REL 211), psychology (PSY 150) and computer (CIS 110) courses to pilot QEP activities. These courses are ones offered every semester and generally taught by the same instructor. QEP implementation action items include a new online student learning orientation, a student self-assessment for online learning readiness, interventions for students for identified deficiencies, professional development for faculty teaching online courses, a faculty self-assessment for online teaching readiness, interventions for faculty for identified deficiencies, and increased online instructional resources for faculty. The action items will be implemented in stages during the first two years of the QEP, with constant re-evaluation and redesign occurring as issues are identified through the process. Full implementation of QEP intervention strategies into all online courses will occur at the beginning of Year 3.

Student learning will be measured through pretest and posttest data from technical skills inventory of students and information gathered from the student learning Outcome Assessment Reports for the identified online courses. These data will be collected for each selected course throughout the implementation of the QEP, including year one baseline data prior to the implementation of any intervention strategies. This methodology will allow comparisons to be made of technical skills and student learning outcomes both prior to and after the intervention strategies with minimal extraneous effects.

Course attrition rates and failure rates will also be used as measures of the success of intervention strategies. Measures will include an analysis of faculty, staff, and student perceptions gathered from opinion surveys. Additional surveys will be used to measure the success of orientations, training, workshops, and seminars.

Questions regarding development or implementation of this QEP should be directed to Cindy Ellison, Director of Distance Learning/QEP Coordinator at This email address is being protected from spambots. You need JavaScript enabled to view it.


Planning Reports

Strategic Plan 2014-2019

The College engages in strategic planning which addresses the changing needs of the College and community. The strategic plan is revised every five years to accommodate changing needs and to continue initiatives begun in the previous strategic plan. The opinions of students, faculty, staff, community members, and other stakeholders, collected as part of a comprehensive environmental scan, as well as state and local trends and demographics drive the development of each plan. The relevancy of the College Vision, Mission, Core Values, and College Goals, is examined and subsequently shapes planning goals and objectives. The strategic plan is reviewed annually to assess progress toward long-range goals.


institutional effectiveness plan

The annual Institutional Plan is a comprehensive plan made up of many individual parts. The College Vision Statement, Mission, Core Values, and Goals provide the framework for staff and faculty members to develop annual goals, objectives, and action plans. The goals, objectives, and plans are incorporated into the College's Institutional Effectiveness planning process and drive the budget planning process for the College. These planning documents are developed by all members of the staff and faculty and presented to the College Planning Council for review. The planning documents or Institutional Effectiveness Plan is then presented to the College Board of Trustees with the President's endorsement for approval.

At the completion of the academic year, the planning documents are reviewed by staff and faculty to assess the outcomes of goals and objectives, note improvements made in each division of the College, and identify areas of change and guide future growth; the results are used to develop future plans. This planning and evaluation cycle is included in the planning model, the planning calendar, and the collective planning documents comprising the Institutional Effectiveness Plan.

facility master plan 2016
Technology Plan
Diversity plan

Montgomery Community College and the Board of Trustees endeavor to create and maintain a quality educational environment that supports policies that promote a diverse faculty, staff, administration and student body which reflect the diversity of our service area.

Institutional Effectiveness: Planning Calendar








Coordinator of IE forwards computer related equipment requests (EJFs) to Technology Team

Coordinator of IE forwards EJFs and PJFs to Planning Council for review in advance of August meeting.

.President office reviews team membership and appoints new members as needed, with assignments taking effect in August.

August PC meeting:

Planning Council reviews personnel requests; submits recommendations to Cabinet.


August Technology Team:

Reviews and forwards EJFs to Planning Council with their recommendations

September PC meeting:

Planning Council reviews EJFs and prioritizes equipment requests; submits recommendations to Cabinet.

September BOT

Institutional Effectiveness Plan for 15-16 completed and presented to the Board of Trustees at Monthly Meeting.

State Budget presented to the Board of Trustees for approval (pending budget action from NC General Assembly).

Institutional Effectiveness Plan for 15-16 distributed to faculty and staff.

October 1st

Program/Department Reviews due to appropriate vice presidents.

October 14th   PC meets

Planning Council reviews Program/Department Reviews at the October meeting.

Annual Report information due to public information officer.





November BOT

Program/Department Reviews (Board review and post).


Initial local budget requests developed.

Annual review of the Strategic Plan; send recommended amendments, if any, to Cabinet.






Final local budget requests due to President.


April 1st

Planning Council chair emails personnel to remind them their annual plans for student learning & program outcomes (OARS) for Y15-16 with completed assessment are due to division chairs & directors by May 15th.

Planning Council chair emails personnel to remind them to complete EJFs and PJFs for Y16-17. (Reminder to be included in email that equipment and personnel requests must be tied to goals & objectives outlined in annual plans submitted through OAR  forms for Y16-17.)


President Office reviews Team Membership and appoints new members as needed.


May 15th Due to Division Chairs & Directors:

Curriculum Y15-16 student learning and Program outcomes with assessments completed are due to division chairs and directors.

Y16-17 student learning and program outcome plans, submitted on OARs forms (tied to budget requests) are due to division chairs & directors by all curriculum programs.

Curriculum EJFs for Y16-17 and PJFs for Y16-17 are due to division chairs and directors.

 Employees submit STATE budget requests to appropriate Vice President for Y16-17 (tied to planning goals & objectives in annual plans submitted via OARs for next academic year). Following review by the President, each VP submits budget requests to VP of Admin. Services for “straw” budget preparation.

June 1 Due to Appropriate Vice President:

ALLY15-16 student learning, program or operational plans submitted via the OAR form, with assessments completed are due to appropriate vice president.

ALL student learning, program or operational plans, submitted via the OAR form for Y16-17 (tied to budget requests) are due to the appropriate vice president.

Non-curriculum departments' EJFs for Y16-17 and PJFs for Y16-17 are due to appropriate VP.

June 30th Due to Coordinator of IE:

ALL student learning, program or operational outcome plans with assessments completed for Y15-16 are due to Coordinator of IE.

ALL student learning, program, or operational outcome plans developed for Y16-17 (tied to budget requests) are due to Coordinator of IE. EJFs for Y16-17 and PJFs for Y16-17 are due to Coordinator of IE.

EJF = Equipment Justification Form           PJF= Personnel Justification Form       OAR = Outcomes Assessment Report




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