applicants) Community Engagement Classification …...2015 Documentation Reporting Form: Carnegie...

2015 Documentation Reporting Form: CarnegieCommunity Engagement Classification (First-timeapplicants)3. Applicant’s Contact InformationPlease provide the contact information of the individual submitting this application (for Carnegie Foundation use only):

First Name

Suzanne

Last Name

Goodrich

Title

Co-coordinator of Center for Engaged and Service-Learning

Institution

Milwaukee Area Technical College

Mailing Address 1

6665 S Howell Ave.

Mailing Address 2

City

Oak Creek

State

Wisconsin

Zip Code

53154

Phone Number

414-571-4698

Email Address

[email protected]

Full Name of Institution's President/Chancellor

Dr. Michael Burke

President/Chancellor's Mailing Address

700 W State St.

President/Chancellor's Email Address

[email protected]

5. I. Foundational Indicators

1. Does the institution indicate that community engagement is a priority in its mission statement (or vision)?

Yes

Quote the mission or vision:

MATC was founded in 1912 by Robert L. Cooley whose educational philosophy remains intact today: Educating the wholeperson, lifting people from poverty and gaining practical experiences through hands on learning in the community. Forover 100 years this has remained MATC’s core philosophy as indicated in our mission, “…engaging with partners toadvance the quality of life of our students and community.” The philosophy can also be found in MATC’s current visionand values, “…provide excellence in education to enrich, empower and transform lives”, and “…we value and engageinternal and external partners to respond to community needs… we invite feedback to ensure that we meet and surpassour students and stakeholders needs and expectations while promoting high standards and continual personal andprofessional development…”.


2. Does the institution formally recognize community engagement through campus-wide awards and celebrations?

Yes

Describe examples of campus-wide awards and celebrations that formally recognize community engagement:

Since its inception, the Center for Engaged and Service-Learning (CESL) has managed various levels of formal recognitionon our campuses. Currently, recognition is widespread (occurring at multiple levels) and purposeful (to both acknowledgeparticipants and disseminate best practice). For example, engaged learners and faculty are recognized internally on ourcampuses through CESL newsletters, the College President’s Communique (monthly campus wide newsletter) and thestudent newspaper (MATC Times). Externally, engaged learners and faculty are recognized through, tweets, Facebookupdates, and blogs posted by the MATC public relations department, as well articles disseminated to MATC’s communitybusiness partners through regular E-Campus publications.

The college calendar provides another framework for dissemination and recognition. For example, MATC holds“Convocation Days” at the start of each semester where we come together as a community to celebrate our successes,evaluate our progress toward goals and to move forward with initiatives. Community engaged learning is always an agendaitem allowing the CESL opportunity to provide updates on the last semester’s activities, highlight successful engagementendeavors and communicate to all faculty, staff, administration, board of director membership and MATC’s communitypartners. Similarly, the CESL hosts recognition and awards celebration/luncheon each May where faculty and studentsshowcase their community engaged learning projects. At this event, the college President and Executive VicePresident/Provost publicly thank and recognize students, faculty, administration, and community partners for theircommunity engaged learning efforts. In particular, the work of two students, two faculty members, and two communitypartners are highlighted each year. These individuals receive awards to note their outstanding effort and success in the areaof service and engagement.


3.a. Does the institution have mechanisms for systematic assessment of community perceptions of theinstitution's engagement with community?

Yes

Describe the mechanisms for systematic assessment:

Community Perceptions Survey (CPS): The MATC Office of Academic Affairs administers CPS to assess our marketimage and position relative to other institutions of higher learning. MATC uses the data collected to evaluate districtresidents' impressions of our campuses, services, instructions, programs and cost. The most recent survey (spring 2013),administered by Management Decisions Inc. (MDI), utilized a random sampling of 400 residential households. Specifically,the CPS allows MATC to: 1) Capture the perceptions, attitudes and priorities of 16-45 year olds, especially those who willbe college-bound, 2) Make sound institutional and market planning decisions, 3) Gauge the impact of previous activities,programs and goals by identifying changes in residents’ perceptions since the last survey, and 4) Develop an action planthat enhances both MATC’s responsiveness to community needs and the college’s ability to communicate with theconstituents that we serve. For example, quadrant analyses were used to compare the attributes that 2013 college-boundresidents stated were important as compared to those collected in 2009. The results from this analysis demonstrated thatMATC should continue to strengthen 1) the number of easily transferable courses it offers, 2) post-graduation jobplacement rates, 3) job placement services, 4) downtown parking availability, and 5) training in emerging occupations(CPS).

MATC’s original plan was to administer the CPS every 6 years, starting in 2009. The college opted to do it sooner to aideformations of the Vision 2016 Strategic Plan. The CPS will next be administered again in late 2015 to coincide with thenext strategic planning cycle.

Strategic Planning: MATC develops new or evaluates its progress toward old strategic goals using a multi-modal approach,often utilizing community, business, and community-based organization (CBO) focus groups and surveys. The latestiteration was during the 2012-13 academic year under the direction of Institutional Research (IR). The addition ofPartnership and Community Collaboration as one of MATC’s four goals in the current strategic plan was a direct result ofthis endeavor.

Employer Follow-up Surveys, administered every six years, and Advisory Committee Membership Surveys, administeredannually, provide other avenues for MATC to receive feedback related to its presence and impact in our community.

The MATC Center for Engaged and Service-Learning (CESL) uses the Community Partner Perception Survey (CPPS) totrack the perceptions of our community partners at the end of every semester. MATC’s Office of Institutional Research (IR)works with the CESL office to systematically collect, analyze, distribute and store the resulting data.

3.b. Does the institution aggregate and use all of its assessment data related to community engagement?

Yes

Describe how the data is used:

The Office of Institutional Research (IR) works closely with the CESL in the systematic collection, analysis, distribution andstorage of community engagement assessment data. Needless to say, IR is also an active participant in the strategicplanning process at the college. Data obtained from surveys, inventories, focus groups, etc. are considered wheneverMATC performs an analysis of “Strengths, Weaknesses, Opportunities, and Threats” (SWOT) during the strategic planningprocess. The Community Perceptions Survey (CPS) is an important part of MATC’s strategic planning process (goalsetting) every 3 years.

IR’s involvement in the systematic collection, analysis, distribution and storage of community engagement assessmentdata in all of its forms was formalized during the 2012-2013 academic year (Student, Faculty and Community PartnerPerception Surveys for service-learning, internships/practicum). These data are used by the CESL in its own strategicplanning process, as well as in community partner recruitment, assessment and growth of both internal and externalpublic relations. Every year (at Convocation Days) the CESL presents data from these assessments and evaluations to alllevels of the MATC organization (programs, departments, schools, organizations, administration, faculty, staff and theboard of directors), as well as to our community partners and advisory boards. These internal and external partners usethis data in their own operational and strategic plans. For example, through our perception surveys of faculty, students andcommunity partners, all of which identified a need for more developed and sustained community partnership, the CESLdeveloped a co-creation process for community engaged learning projects between faculty and community partners toincrease the sustainability of those reciprocal partnerships.

Focus groups consisting of business/industry leaders, non-profit leaders and community members during the 2012-2013development of Vision 2016 (the current MATC strategic plan), indicated a much stronger desire for community engagedlearning than previous data suggested. Because of the input, community partnerships were expanded and highlighted inthe updated plan.


4. Is community engagement emphasized in the marketing materials (website, brochures, etc.) of the institution?

Yes

Describe the materials that emphasize community engagement:

Community engagement is emphasized in MATC’s marketing materials in several ways.

Web Sites: The MATC’s Web page prominently features a calendar where community engaged learning events are posted.In addition, the CESL created and maintains its own Web site dedicated to educating site visitors about engaged and service-learning in general and at MATC specifically. The CESL Web site provides a host of tools students, faculty and communitypartners can use to promote and enhance their engaged learning experience and endeavors at MATC.

Other Electronic Media: Community engagement is also marketed to students, faculty and staff via the MATC Portal, thecollege’s various social media networks (Facebook, Twitter, etc.) and digital monitors located at all four MATC campuses.In addition, community engagement is marketed internally through the college’s curriculum management systems,Blackboard, via the organization feature, as well as in MATC’s monthly electronic newsletter.

Print: Community partnerships are featured in the MATC’s Annual Report and, as stated above, the monthly electronicnewsletter. Courses offering community engagement experiences will be indicated in the Catalog of Courses beginningFall 2014. The MATC Faculty Handbook and MATC Student Handbook provide information about engaged and service-learning, as does the Community Partner Handbook created by the CESL. CESL has also produced a Co-CreationTemplate to be used when faculty and staff are designing engaged learning experiences/curricula with community partners,and a promotional packet for MATC’s marketing team. Finally, the CESL logo is featured in all communications regardingcommunity engagement.

College Initiatives & Events: Beginning in 2011, the “MATC- The Community’s College” initiative was born with thespecific purpose of fostering growth in and greater awareness of MATC’s valuing of and dedication to community engagedlearning. Convocation and Coordination Days held at the start of the fall and spring terms regularly feature engaged andservice learning information and activities (college-wide presentations, breakout sessions and workshops for faculty andstaff). The CESL-sponsored MATC Day of Service, Faculty Development courses taught by CESL staff, FebruaryAssessment Work Days, and end-of-year Curriculum Planning Days also provide opportunities to get the “word out”about community engaged learning at MATC.


5. Does the executive leadership of the institution (President, Provost, Chancellor, Trustees, etc.) explicitlypromote community engagement as a priority?

Yes

Describe ways that the executive leadership explicitly promotes community engagement, e.g., annual addresses,published editorials, campus publications, etc.:

MATC’s executive leadership promotes community engagement in varied and unique ways.

Publications: Community engaged practices are promoted and recognized formally via the president’s monthlyCommuniqué, distributed to the MATC community via email and posted on the Website, the President’s Blog, and throughOn-Campus, an electronic newsletter sent to MATC’s local business community. In addition, the president and provostsupport the posting of community and engaged learning activities to MATC’s Website, on-line calendar and portal. Andfinally, MATC’s student newspaper, the MATC Times, also highlights student and faculty involved in engaged learningexperiences and projects.

College Events: Executive leadership regularly highlights community-engaged academic successes and achievements atMATC Convocation/ Coordination Days. For example, in August of 2012 President Burke showcased community engagedlearning by showing a 9-minute video promoting past and current course, faculty and student achievements. The CESL co-coordinators also met with each MATC school to educate faculty and staff on strategies to enhance reciprocal communitypartnerships as a means to improve student learning, retention, graduation and engagement. In May of each year, MATC’sexecutive leadership hosts the “CESL Faculty, Student, and Community Partner Recognition Luncheon” which celebratessuccessful personnel who support and foster engaged learning through course initiatives, projects, and events. The CESL,in conjunction with the Provost’s Office, also presents internal recognition for those demonstrating exemplary performancein community engagement.

Leadership Meetings: MATC’s president and provost promote community engaged learning value and initiatives at regularmeetings of the: Provost’s Cabinet, Provost Council, MATC’s Board of Directors’ Retreat, MATC Board of Director’smonthly meetings, Board of Director’s Sub-committee meetings, and the Milwaukee Area Rotary Club (of which ourpresident is a member). In addition, the President and the Executive Vice President/Provost promote the value ofcommunity engagement/partnership during all public events/meetings.

Faculty Support: MATC leadership also promotes community engagement activities through: providing courserelease/professional assignments to faculty integrally involved in the CESL (three co-coordinators of the CESL and sixschool representatives), release time/ load assignment to develop new engaged curricula and programs, and to assist in theimprovement of current programs and services. Competitive “Innovation Grants” are offered to faculty in order to promoteeducational excellence. Grants are awarded to proposals that embody innovation and that directly link to particular strategicgoals and objectives.

Supportive Culture: In addition, college leaders encourage all personnel at MATC to work together to create a positiveexperience for our students and to deliver value to all stakeholders. One way they do this is by promoting, through avenuessuggested above, engagement within the college and with the greater community. This is realized through adherence to a“shared governance” model (e.g., CESL co-coordinators are faculty members), through open “Listening and Learning”sessions held by board members and leadership on all campuses each semester, and the President’s and Provost’sCabinets responsiveness to data-driven requests for action (policy implementation, resource allocation, etc.) by CESLcoordinators, MATC faculty and staff, and/or our community partners


1. Does the institution have a campus-wide coordinating infrastructure (center, office, etc.) to support andadvance community engagement?

Yes

Describe the structure, staffing, and purpose of this coordinating infrastructure:

The Office of the Provost/Executive VP houses the CESL. The CESL is managed by 3 faculty co- coordinators, each ofwhom is member of a college-wide core committee. MATC’s system of 6 core committees ensures shared governance.The Student Success, Curriculum Learning and Assessment and Partnership and Collaborations Core Committees eachhas one faculty co-coordinator from the CESL as a member to foster the centrality of community engaged learning atMATC . Each of MATC’s 6 schools has an identified CESL faculty member who aides in data tracking, activity coordination,information dissemination, and in the recruiting and training of peers interested in community engaged learning.

The CESL operates offices on our Milwaukee and Oak Creek campuses staffed by 9 faculty members who receive releasetime and 3 work study interns. Each site houses a resource library and a meeting room used for training and co-creationevents between faculty and community partners. The Milwaukee office recently relocated to a new building housing othercollege entities also actively engaged in the community.

The CESL uses the following electronic tools for communicating with the MATC campuses and the Milwaukeecommunity:• Blackboard Community Portal • A Service Learning information section on the college website• The CESL website • A Collaboration Portal (MATCpartners.matc.edu) serves as a data clearinghouse for 286 partnering agencies and 160different community partnerships.• College-wide on-line assessments administered in coordination with the Office of Institutional Research (IR), whom theCESL works closely to collect, analyze and disseminate data on community engaged learning activities at the college. • A data tracking software system developed by the Wisconsin Campus Compact Spring 2014 (soon to be implemented).

Four Offices of Student Life, one on each of the 4 MATC campuses, promote and coordinate a variety of educational,recreational, social, cultural, and entertainment programs and services. These co-curricular offerings aide in addressingMATC’s Core Abilities (general education skills) by empowering students to be critical & creative thinkers, enhancing theirinterpersonal skills, helping them to embrace change and respect diversity, as well as nurturing individual growth throughcollaboration. Student clubs and organizations connect students with opportunities for leadership development andcommunity service, made possible by the approximately 60 professional/community organizations who welcome thetime, knowledge and dedication of our students. Our students, in return, flourish when learning “in community.” MATCclubs and organizations must complete a minimum number of service hours and document their degree of interaction withthe community to be eligible for funding from the Student Government Association. The community service projects instudent life are headed up by club/organization faculty advisors and a full time student life coordinator.

In spring 2014 the Student Life Coordinator, who oversees student clubs and organizations, has been assigned torepresent Student Services alongside the 6 School Representatives helping to coordinate community engaged efforts. Inaddition, a member of the Grants Office has also been assigned to the CESL to identify and develop sustainable fundingopportunities in support of student, faculty and community engaged learning efforts.


2.a. Are there internal budgetary allocations dedicated to supporting institutional engagement with community?

Yes

Describe the source (percentage or dollar amount) of these allocations, whether this source is permanent, and howit is used:

The CESL has an annual operating budget of $72,939.86. This includes allocation for office supplies, materials, seminarsand workshops and postage. Three faculty co-coordinators each receive 19% release time as an extra assignment over andabove their normal full time teaching load. Additionally, six school representatives each receive 10% release time over andabove their normal full time teaching loads to assist the CESL in advancing its goals and objectives (promoting, trackingand assessing community engaged learning at MATC).

Internal budgetary allocations for community engaged learning, designated for internships, clinical rotations,apprenticeships, preceptorships and practicums, are built directly into the curriculum of the schools, departments andprograms (including project materials, fees, transportation, and speakers) and are not paid for by a separate line-itembudgetary allocation because they are integrated with the respective curricula.

There are a number of incentives provided to faculty for developing community engaged courses at MATC, such as FacultyInnovation grants usually ranging from $500 - $2,000 and awarded through the Executive VP/Provost’s Office. Funds arealso available to promote scholarship through research/writing, professional presentations and conference attendance. Inaddition, Wisconsin Technical College (WTCS) certification/re-certification and Professional Development/Peer Coachingcredit can be earned through participation in trainings on community engaged learning or related curriculum development.

Other internal budgetary items for community engagement include; $60,000 of in-kind donations of office space and utilitiesto run the Community Driver’s License Recovery Program, $56,700 for funding MPTV community programming andprojects, and $25,000 from the college budget to support the annual Sustainability Summit & Exposition, anothercommunity event sponsored by MATC. In addition, MATC holds numerous events to benefit the community (Five-StarCulinary Event, Empty Bowls, Community Craft Fair, Community Breakfast with Santa, Hispanic Career Fair, PortfolioNight, Mittens and More Drive, Clifford the Big Red Dog Book Drive, Reading Rainbow, Two book clubs, CommunitySafety Day, Soul Food Celebration, Service-Learning Summit, Cuisine – Formal Dining experience, Optical Dispensary,VITA program, Bakery, Salon and Barber cosmetology services, Facility Rental for public or private events, ScholarshipDinners, and EKG and Dental Hygiene outreach).

2.b. Is there external funding dedicated to supporting institutional engagement with community?

Yes

Describe specific external funding:

MATC receives support from external sources to further its mission of community engagement and partnership. TheMATC Foundation raised $597,811 through special events income and in-kind contributions. MATC awarded $222,515 inscholarships to 330 students who demonstrated commitment to campus or community service, academic achievementand/or specific work skills and achievements.

A variety of external grants for community engagement and outreach include: a $180,000 from WTCS for ELL, Weldingprogram, Adult Basic Education (ABE)/GEN ED Connection and a Certified Nursing Course; an InstitutionalizedIndividuals Grant of $88,140 for The Adult Education and Family Literacy program (AEFL); A City of Milwaukee HousingAuthority Grant to continue educational and programmatic partnership with Hillside Family Terrace Resource Center; Twoother grants (AEFL and GPR) totaling $141,695 that support community engaged learning across 13 CBO’s; a Young StarGrant of $167,266 to MATC’s Early Childhood Education program; $16,700,000 in external funding to Milwaukee PublicTelevision (MPTV) to support programming; $275,000 in external funding awarded to the Sustainability Summit &Exposition; Workforce Advancement Training Grants totally $221,322 in conjunction with five local companies; and aCampus Compact “Get out the Vote” grant totaling $1,200.00.

Another way MATC invests in the community is through the MATC Office of Workforce and Economic Development(OWED). OWED connects the business sector with the larger community through MATC with a variety of grants (WAT,MSSC, WISTEC, FSET), providing $2,741,623 for 12,196 students, in 571 classes for 60 companies.

And finally, the MATC Grants Office, working with the MATC Foundation, regularly searches for and develops grantopportunities related to community engagement. Resources used include alumni, business leaders, corporations,foundations, community leaders and public funding sources. As of the 2012-2013 academic year, community engagedlearning is identified as a key and defining characteristic within MATC in all educational and community grant applicationssubmitted for consideration.

2.c. Is there fundraising directed to community engagement?

Yes

Describe fundraising activities directed to community engagement:

Generally speaking, fund raising support for community engagement comes from two sources, student organizations andthe MATC Foundation.

Student Organizations: Student clubs and other organizations hold fundraising events and initiatives in order to providemonetary support for their community service projects. Examples include charity auctions, popcorn sales, and Valentine’sDay candy sales that directly support community outreach from these organizations.

MATC Foundation: The MATC Foundation conducts fundraising through alumni, business leaders, corporations,foundations, community leaders and public funding sources to support the college’s goal of providing “significantly moresupport to the college and its students”, as stated in the 2012-2013 MATC Strategic Plan. The Foundation’s impressive listof activities that support community engagement include:• Major fundraising events, such as the annual “Golf for Scholarships” outing that netted $38,000. • The Dreamkeepers Emergency Assistance program, funded through a multi-year grant and developed to help studentsstay in school when faced with financial emergencies. • Funding, in conjunction with LULA (a community partner), for a dual credit program targeting at-risk Hispanic/Latino highschool students. This program aligns with the 50X20 Completion Challenge.• Financial support for MATC’s Wes Moore event through which multiple classes (660 students) created communityengaged classroom projects• $18,000 for scholarships to help recruit students to a new Truck Driver Training program, developed in 2013 in responseto local community needs and with business leaders input. Foundation support of this program was crucial as the newprogram is not financial “aid-able”. • $278,499 for 330 student scholarships and 140 emergency grants awarded to 242 students that helped awardees reachtheir educational goals. Since 27% of courses at MATC contain some form of community engaged learning, a significantfraction of those award dollars indirectly supported community engagement.

2.d. Does the institution invest its financial resources in the community for purposes of community engagementand community development?

Yes

Describe specific financial investments:

MATC ‘s monetary investment in the community is significant not only in dollar value, but also in scope and impact.Examples include, but are not limited to:

Milwaukee Public Television (MPTV): MPTV, with its multiple TV channels( MPTV HD 10.1, MPTV SD 36.2, MPTVHD36.1, MPTV World 10.2, MPTV ME 10.3, MPTV Create 36.3, MPTV Classical 36.4, MPTV Jazz 36.5, MPTV Traffic 36.6and MPTV Weather 10.4) diverse programming and other resources, has served South East Wisconsin since 1957. In2012-2013, MATC provided $6.5 million dollars to MPTV, equating to 27% of the station’s total budget.

Community Training Centers: In 2012-2013, MATC opened the Milwaukee Enterprise Center (MEC) an education centerthat provides academic and training programs in a largely Latino community. This 127,000-square-foot south side buildinghas undergone $2.3 million in renovations to accommodate its various training programs. Looking to enhance its impact inthe Latino community and to utilize available resources, MATC re-purposed the existing MEC south side property.

Discovery World Museum (DWM): The 120,000-square foot DWM facility, located on the shores of Lake Michigan inMilwaukee, houses interactive science, technology and freshwater exhibits, learning labs, theaters, television and audiostudios, as well as fresh and saltwater aquariums. After an initial investment of just over $3 million dollars in 2007 MATCcontinues to contribute annually to enhance community engagement and community development.

Wisconsin Driver’s License Recovery Program: Since 1999, MATC has provided facilities and utilities to the WisconsinDriver’s License Recovery Program, totaling $60,000 in annual contributions. In 2012 over 2500 individuals from theMilwaukee area were served by that program.


3.a. Does the institution maintain systematic campus-wide tracking or documentation mechanisms to recordand/or track engagement with the community?

Yes

Describe systematic campus-wide tracking or documentation mechanisms:

Surveys: IR regularly collects and analyzes data obtained from a number of surveys including the CESL survey data. Thecollege uses information collected from college wide assessments, including the:• College & Community CBO Partnership Survey (used to create and assess benchmarks for MATC Partnerships)• CCSSE Community College Survey of Student Satisfaction• MATC Service Awareness and Satisfaction Survey for Employees and Students• Community Perceptions Study• Job Fair Report

In addition, the CESL, working in collaboration with IR, collects college wide and community data on community engagedlearning practices, processes, perceptions and projects:• Student Participation and Perception Survey for Service-Learning Courses• Student Participation and Perception Survey for Internships/Practicums• Faculty Participation and Perception Survey for FT and PT Faculty Who Teach Service-Learning courses,Internships/Clinic Internships/Practicums• Faculty Participation and Perception Survey for FT and PT Faculty Who Teach Internships/Clinic Internships/Practicums• Community-Based Partners Participation and Perception Survey for CBO’s and Businesses Placing CommunityEngaged Learners/Students• Convocation Day Survey of Faculty (regarding their students community engaged activities/programs)• Faculty Pre-semester Survey (used to identify faculty using engaged community learning methods that semester)

Web Based Resources: A useful tool for cataloging service-learning projects is the Collaborative Partnerships website:http://matcpartners.matc.edu/, originally created during the 2009-2010 term and managed by MATC IT. The site currentlylists 294 partners and 160 partnerships, the latter covering all 6 academic schools. The website allows partners (internaland external) to create accounts, list activities and edit partnerships. In addition, the CESL is able to track communityengaged learning activities on our campuses via data collected from the Engaged and Service Learning BlackBoard (MATC’scourse management system) site.

Curriculum Office: Starting with the fall 2014 college catalog, the Curriculum Office will assign community engaged coursesa unique code based on their methodology (service-learning, internships, field-placements, clinical internships, practicums,apprenticeships and preceptorships); this will create another tracking database (e.g., number of courses, enrollment, etc.)and will allow students to know what form of community engaged learning is associated with the course before registering.

MATC Schools: There are also many academic school subsystems for compiling and analyzing data that, while not collegewide, are equally important. For example, the School of Pre-College maintains systems for tracking relationships with 242community agencies that host MATC pre-college students. And, the School of Health Occupations collects and uses dataconcerning community partner contracts, clinical placements, preceptorships and service-learning experience. In addition,the co-coordinators regularly receive feedback and more formal data obtained from CESL school representatives.

Strategic Planning Process: The MATC Strategic Plan, which includes goals related to engagement with the community, isreviewed and assessed annually. During this process, MATC consults with CBO’s, faith-based groups, advisorycommittees, and work force development programs to assess their needs, gauge their satisfaction with MATC’s service tothe community, and to create offerings designed to meet their unique needs.

3.b. If yes, does the institution use the data from those mechanisms?

Yes

Describe how the institution uses the data from those mechanisms:

Surveys: Data obtained from the sources outlined above are used for a variety of activities including, identifying andrecruiting community partners, creating and scheduling training events and in the creation of promotional materials.Specific examples of survey-driven adjustments include:• Updating of the CESL Strategic and Operational Plans, as well as determination of the CESL budget allotment from theProvost’s Office.• Development of the “MATC: The Community’s College” initiative which in 2012 expanded the CESL from its solepurpose of faculty training in engaged learning methodologies to developing and sustaining community partnerships.• Creation of a 1.5 mile radius “partnership zone” around the Milwaukee campus• Development of School- and College-wide Days of Service, two with Hillside Family Resource Center (Fall 2012 &Spring 2013), and MATC’s MLK Day of Service, a partnered endeavor between MATC, Marquette University, the UW-Milwaukee and City Year.• Development of the MATC Vision 2016 Strategic Plan.

Web Based Resources: Data obtained from the Collaborative Partnerships site, as well as the college and CESLBlackBoard sites were also used in the activities just described. BucketWorks, a community partner with whom thecollaborative partnership website site was developed, has since underwent restructuring. The MATC IT Departmentcurrently houses and maintains this site.

Curriculum Office: Anticipated uses of course code data include creation of a tracking system that will allow award ofCommunity Engaged Certificates to students who complete 9+ community engaged learning credits and recording of suchon their transcripts.

MATC Schools: Information obtained from CESL school representatives is regularly used to enhance faculty recruitmentand training, grow the number of student clubs and organizations who are engaged with the community, and to update theCESL campus wide calendar of community engaged learning events. Representative of data-driven adjustments in MATCschools is Pre-College’s “Jump Start Program” that creates a pathway for students to enter MATC and funnel into anAssociates Degree program via service-learning in GENCOL 104. This program was a direct result of feedback obtainedfrom and strategic planning with their affiliated Community Based Organizations (CBOs). The School of Pre-Collegeregularly uses data collected from 60 community partners.

Strategic Planning Process: Data obtained from avenues listed above, as well as from strategic planning processes havebeen used to keep MATC focused on community engaged learning. For example, during the 2012-2013 strategic planningprocess businesses and community organizations in the area requested more community engagement as a means tofulfill their projected needs for future employees and professionals in their fields. MATC incorporated this and otheridentified needs in the MATC Vision 2016 strategic plan.


4.a. Are there systematic campus-wide assessment mechanisms to measure the impact of institutionalengagement?

Yes

4.b. If yes, indicate the focus of these systematic campus-wide assessment mechanisms and describe one keyfinding for Impact on Students:

At the end of every semester the CESL, in conjunction with IR, sends all students participating in service-learning the“Student Participation and Perception Survey for SL Courses” survey. These data are used to determine if students believethey are gaining practical knowledge and strengthening their general education skills (Core Abilities/ CA: 1. RespectDiversity, 2. Think Critically & Creatively, 3. Collaborate with Others, 4. Communicate Effectively, 5. DemonstrateResponsibility) engaging in the community. Data gathered are used to improve curricula, enhance partnerships and todirect strategic planning initiatives at the departmental, school, CESL and college levels.

Sample survey questions and responses from 2012-2013 denote percentage of agreement with the following statements: • “The community participation aspect of the course helped me to see how course material I learned can be used ineveryday life”(82%; Core Ability (CA) 2 (see key below). • “Participation in service-learning helped me to better understand the material from my lectures and readings” (63%; CA2). • “The community participation aspect of service-learning showed me how I can become more involved in my community”(79%; CA 3 and CA 5). • “Participating in the community helped me enhance my leadership skills” (71%; CA 3). • “During this experience, I became more comfortable working with culturally diverse people” (75%; CA 1). • “Service-learning made me more aware of some of my own biases and prejudices” (50%; CA 1 & 2). • “The work I performed enhanced my ability to communicate my ideas in a real world context” (69%; CA 4).

At the end of every semester, internship and practicum students receive the “Student Participation and Perception Surveyfor Internships/Practicums”. Sample survey questions and responses from 2012-2013 denote percentage of agreementwith the following statements: • “My internship/practicum experience was successful in helping me obtain new skills and competencies.” (89%; CA 2). • “During this experience I became more comfortable working with culturally diverse people” (86%; CA 1 & 3).• “My internship/practicum and my classroom experiences were complementary” (93%). • “The internship/practicum made me more aware of some of my own biases and prejudices” (60%; CA 1 & 2).• “Participating in the internship/practicum experience helped me enhance my leadership skills” (84%; CA 3 & 5). • “The work I performed enhanced my ability to communicate my ideas in a real world context” (80%; CA 4).

The annual “Apprenticeship Completion Survey”, measures student satisfaction with both the didactic instruction and on-the-job training during registered apprenticeships. MATC, the Wisconsin Technical College System and the Department ofWorkforce Development use this information to improve curriculum, enhance partnerships and direct their strategicplanning initiatives.

The “Longitudinal Follow-Up Survey”, conducted every four years, characterizes the activities and perceptions of studentsfive years after graduating from MATC. The primary objective of this survey is to examine the changes in selectedcharacteristics, employment, and educational circumstances of MATC graduates over time. These data are used in theMATC strategic planning process, as well as in the evaluation and marketing of MATC programs.

4.c. If yes, indicate the focus of these systematic campus-wide assessment mechanisms and describe one keyfinding for Impact on Faculty:

The CESL distributes a “Pre-Semester Survey of Faculty “at the beginning of every semester. Data collected are used toidentify who is using community engaged learning in their classrooms, as well as the type of community engagedmethodology, the number of clock hours required of students, participating community partners, and the breadth and depthof engaged learning planned. These data are used by the CESL to identify which faculty need/ could benefit from CESLassistance, as well as the type of support needed.

At the end of the semester all full- and part-time faculty who teach service-learning courses, internships, clinical internshipsand practicums are asked to complete the “Faculty Participation and Perception Survey”. The results are used to improvecurriculum, enhance internal and external partnerships and to direct strategic planning initiatives at the department, schooland CESL levels. In addition, the information is used to develop training and education activities through the CESL, theOffice of Professional Development and the Office of Educational Research and Dissemination (ER & D). Key student-centered questions from the 2012-2013 survey denote percentage of agreement among faculty with the followingstatements: • “ Service-Learning helps students to see how the subject matter they learn in the classroom can be applied in everydaylife” (100%)• “Student participation in service-learning showed (students) how they could become more involved in the community”(100%).• “The service-learning experience helped my students to see they can make a difference in the community. (100%). • “Service-learning made my students more culturally aware of their biases and prejudices” (73%). • “Participating in the community helped my students enhance their leadership skills” (87%).• “The worked performed by students enhanced their ability to communicate their ideas to others” (80%).“

Sample faculty-centered questions include: • “Participating in service-learning helped me clarify areas of focus for professional growth and development” (74%). • “Participation in service-learning is an important component of my professional portfolio” (80%). • “I was able to develop a good relationship with the community partner because of this engaged learning experience”(81%). • “I learned something new about the community from my community partner” (80%). • “I value working with community partners to structure and deliver the community engaged learning experience forstudents” (87%). • 86% of faculty chose community engaged methodology out of a desire for increased relevance in their courses.

The data above was used by the CESL to create smaller, more intimate collaborative meetings between CBO’s/Businessesand MATC faculty, focusing on one social issue or specific area of employment for the co-creation of reciprocal communityengaged learning activities and projects. These smaller co-creation meetings were developed in an effort to increase thevalue of faculty working with community partners and co-delivering a community engaged learning experience for studentsthat are reciprocal and sustainable.

4.d. If yes, indicate the focus of these systematic campus-wide assessment mechanisms and describe one keyfinding for Impact on Community:

MATC’s Strategic Plan 2007-2014 had two goals: 1. Provide Quality Student Learning: Improve process to align instructionand curriculum to meet the changing needs of the workforce in high demand areas, and 2. Enhance Internal and ExternalStakeholder Partnerships: Maintain and improve effective and essential partnerships in the college and the community.Assessment of the aforementioned goals involves researching the needs and perceptions of community members,employers, employees and students for making informed organizational decisions. Examples of these assessmentsinclude job fair evaluations (2012-2013), community perception studies (2013) and the Employer Satisfaction Survey(every 4 years). The latter collects data on employer’s perceptions of recent graduates of MATC as employers are in aunique position to assess the effectiveness of an MATC education in preparing people for the workforce. Employers rategraduates on how well they meet the employer’s expectations of an entry level employee in three major areas: technicalwork skills, people skills and attributes. Key findings from this assessment, which have an impact on the community,indicate that 87% of employers feel MATC graduates possess mastery of knowledge in their field, that 94% are satisfiedwith an MATC graduate’s education and that 95% would hire a MATC graduate again. Accordingly, MATC maintains itsstrong focus on hands-on, job-focused skills training not only because it is important to our students, but also because itcontributes to a strong local economy. Further exemplifying MATC’s impact are the facts that 9 out of 10 graduates areemployed within 6 months of graduating, even in a tough economy, and that 9 of every 10 graduates live and work inWisconsin.

Unlike traditional 4-year universities, MATC, as a 2-year technical college, serves as a direct conduit for employment, and istherefore more agile in meeting community needs and is better able to impact the local economy. A prime example of ahigh-impact partnership is the Center for Energy Conservation and Advanced Manufacturing (ECAM) Heavy Metal Tours.ECAM is a $9 million, 34,000-square-foot facility which is home to many educational and training opportunities includinglaboratories in advanced manufacturing, manufacturing welding, advanced software, energy solutions, HVAC digitalcontrols and HVAC computers. The West Allis-West Milwaukee Chamber of Commerce, the West Allis-West MilwaukeeSchool District, local manufacturers and MATC joined forces to raise the awareness of middle and high school students,their parents, job seekers and the community about careers and opportunities in manufacturing. Participants tour ECAM,talk with manufacturers, and experience working with computerized equipment and robotics. They learn about the growingnumber of career options in the manufacturing sector and training opportunities for those jobs. The community benefitsthrough an increase in skilled workers available for hire which results in more tax revenue drawn from wages andpurchases. The objective of the tours is to change the community’s perception of manufacturing which will in turn help toclose an identified area skills gap. In addition, the event raises funds to provide scholarships to students interested inmanufacturing careers.

4.e. If yes, indicate the focus of these systematic campus-wide assessment mechanisms and describe one keyfinding for Impact on the Institution:

One objective of MATC’s 2007-2014 Strategic Plan was to “To Build Milwaukee’s Future”. The strategy was to implementinitiatives that expand MATC programs, courses, and services beyond the campuses. Target measures include: 1.Implement service-learning activities linking the community and the college, and 2. Complete the ECAM curriculum(Heavy Metal Tours, mentioned above). Another objective was “to enhance student access and success”. The strategy wasto “create access to community engaged service-learning opportunities for students and faculty”. Target measures includedhere were 1. Educate faculty about service-learning models, and 2. “Develop or obtain standardized assessment tools” thatwill match community partner needs with community engaged courses.

Analysis of data collected from faculty and community partner surveys revealed that MATC was not effectively sustainingcommunity partnerships. In response, MATC launched the “MATC: The Community’s College” initiative that focuses onco-creating and maintaining sustainable partnerships within a defined 1.5 mile radius around the Milwaukee campus.Now, CBO’s, businesses, community members, students and faculty co-create community engaged learningopportunities that directly meet community needs while at the same time meeting program specific learning outcomes andCore Abilities.

While community partner surveys identified a lack of sustainable partnerships, they also identified an intense local desire topartner with MATC’s faculty and students in an effort to develop knowledgeable, experienced and well-trained futureemployees. More recent community partner surveys point to our growing success in strengthening old and building newsustainable partnerships. For example, faculty from MATC, Marquette University (MU) and UW-Milwaukee (UWM)participated in a “Community Partner Bus Tour” where some of each school’s dominant community partners were visitedin order to strengthen mutual partnerships. These partnerships were a direct result of the “Co-Creation Day” MATC held atBucketWorks where MU and UWM, along with 38 local entities, met and developed co-curricular activities and projects withMATC faculty. Our on-going partnerships with MU and UWM have led to multiple regional and state conferencepresentations, collaborative student projects such as the MLK Day of Service and coordination between the MATC CESLand Student Services and Offices of Service Learning at both universities.

Data collected from student surveys, part of our continuing improvement process, is regularly used in the development anddelivery of training related to community engagement to faculty, student clubs/organizations and administrators. Forexample, training sessions on the new community engaged course codes (to be used in 2014-2015 catalog listings, as wellas posted to student transcripts) have been created for Student Services (e.g., for academic counselors and other front- linepersonnel) in collaboration with campus Vice Presidents, School Deans and Associate Deans direct input.

Student Satisfaction surveys provide data on student’s attitudes and perceptions toward community engaged learningexperiences. MATC teachers use these data in planning course curricula with community partners and by departments andschools in supporting and promoting faculty, community and student efforts in community engaged learning activities andprograms.

4.f. Does the institution use the data from the assessment mechanisms?

Yes

Describe how the institution uses the data from the assessment mechanisms:

Data from the above indicated (student, faculty, community and institution) assessments are used in the creation andachievement of strategic goals, objectives, strategies and measurable targets at the classroom, department, school andcollege levels. This process is clearly demonstrated with the “MATC: the Community’s College” initiative where feedbackreceived from multiple surveys including the CESL:

• Student Participation and Perception Survey for Service-Learning Courses, • Student Participation and Perception Survey for Internships/Practicums, • Faculty Participation and Perception Survey for FT and PT Faculty Who Teach Service-Learning courses,Internships/Clinic Internships/Practicums, • Community-Based Partners Participation and Perception Survey for CBO’s and Businesses (who place our communityengaged learners/students), • Convocation Day Survey of Faculty (regarding their students’ community engaged activities/programs, • Pre-Semester Survey of Faculty (to identify who is using engaged community learning methods that semester for targetedtraining and assessment)

is tracked and affects the direction of future projects and partnerships. Part of MATC scheduled end-of-year celebration is afocus group with community partners where the previous year’s efforts, successes and failures are reviewed, and newprojects for the next academic year are created. Partners participating in this format provide more nuanced information thana survey would typically provide. For example, one partner indicated that students needed a greater understanding of socialnetworks to better understand their personal perceptions of the mental health clients her agency works with. To that end, asociology instructor co-created the service-learning portion of an Introduction to Sociology course that focused on socialnetworks.

Another specific use of impact of data is the development of the Diaper Bank Project with Milwaukee Public Schools(MPS). After losing funding for their teen parent program, MPS sought assistance from MATC. This drive is now anembedded service-learning project within our General College Student Success Course. And, as mentioned in an earliersection, creation of codes to identify community engaged courses in the MATC catalog and on student transcripts was adirect response to feedback received on the Faculty Convocation Day Survey.


5. Is community engagement defined and planned for in the strategic plans of the institution?

Yes

Cite specific excerpts from the institution’s strategic plan that demonstrate a clear definition of communityengagement and related implementation plans:

MATC Strategic Goal: Provide Quality Student Learning Objective: Provide high performing courses, programs, instruction and services• Strategy: Modify courses, programs, and services based on datao Target: Programs integrate, new instructional methodologies (e.g., community engaged learning) and technologyObjective: Build Milwaukee’s Future• Strategy: Implement initiatives that will expand MATC programs, courses and services beyond campuseso Target: Implement service-leaning activities linking community and college

MATC Strategic Goal: Promote Student Pathways for SuccessObjective: Enhance student access and success• Strategy: Create access to community engaged/ service-learning opportunities for students and facultyo Target: Educate faculty about service-learning models and practices o Target: Match partnerships needs with service-learning courses• Strategy: Enhance pathways to success for students prior to college entryo Target: Enhance required service-learning in pre-college programs (e.g., General College Student Success Course 104)• Strategy: Create access to student engagement activities (service-learning, internships, practicum, field-experience andapprenticeships) o Target: Employ a systematic, on-going assessment and tracking of services and activitieso Target: Monitor comparative student satisfaction Objective: Monitor retention trends among student cohorts and use todevelop a retention action plan• Strategy: Implement a retention plan for studentso Target: Expand service-learning courses and [retention] tracking of all community engaged learning

MATC Strategic Goal: Enhance Internal and External Stakeholder Partnerships. Maintain and improve effective andessential partnerships ion the college and communityObjective: Develop high quality and mutually beneficial community partnerships.• Strategy: Develop a system to prioritize and track quality community partnerships and their value for the collegeo Target: Identify the top 25 MATC partnerships by 2013 based on clear and relevant criteria developed by Collaborationand Partnership Core Committee• Strategy: Develop specific relationships with area businesses and key employers to create pathways for students to enterthe workforce from educational programso Target: Track and monitor service-learning, internships, job postings, job fairs, job workshops and relationships viahuman resourcesObjective: Categorize types of key stakeholders by segments, needs and services• Strategy: Define the key terms and concepts (college relationships, partnerships, collaborations, etc.)o Target: Gather data based on key terms for non-instructional services and track measures of success• Strategy: Develop a community- and collaboration-based feedback processo Target: Clearly delineate strategic goals associated with instructional and non-instructional services and communicatecollege expectations for these areas• Strategy: Develop a coherent transparent structure and protocol for building relationshipso Target: Create a system for prioritization and assessment of community partnershipsMATC Strategic Goal: Invest in PeopleObjective: Ensure employees’ knowledge and skills are appropriate for assignments• Strategy: Develop professional in-service programs for quality training• Strategy: Continue to offer professional development courses with emphasis on certification requirements, employmentlaws and district related policies

MATC Strategic Goal: Ensure SustainabilityObjective: Promote environmental education• Strategy: Develop a leadership role through community outreach and partnershipso Target: Increase attendance, exhibitor numbers and sponsorship totals for the annual Sustainability Summit &Exposition


6. Does the institution provide professional development support for faculty and/or staff who engage withcommunity?

Yes

Describe professional development support for faculty and/or staff engaged with community:

WTCS Certification: Faculty teaching for WTCS are required to meet minimum certification requirements (education,occupational experience, etc.). For example, academic faculty in MATC’s schools of Pre-College and Liberal Arts andSciences are required to have 12 months (2000 hours) of verified non-educational work experience. Occupational faculty(Schools of Business and Information Technology, Health Sciences, Technology and Applied Sciences) are required tohave a minimum of 24 months (4000 hours) of appropriate, verified work experience in the occupational area.

MATC’s Office of Human Resource houses the Certification Office that tracks faculty certification, professional growth anddevelopment and renewal activities. Five-year certificates are awarded by WTCS to part-time and full-time faculty who havecompleted 7 required certification courses (21 credits), as well as 4 part-time or 4 full-time semesters of teaching. Tomaintain certification, faulty with 5-year certificates must complete an additional 6 credit hours of on-going education and/orcommunity/occupational experience before that certification award expires. Sample qualifying renewal experiences, all ofwhich can involve community-engaged practice, include: o curriculum or research development projectso literary publication, software development or other technical accomplishmento formal presentations at professional conferences, workshops, and seminarso consulting work for business, industry, or educational facilitieso occupational and academic currency program participationo district professional or community service, including a district or state committee, program review team, professionalassociation or community organization

ER& D Training: MATC’s Office of Educational Research and Dissemination (ER&D) offers courses to enhance teachingand bolster educational success in the classroom. One such offering is our Peer Support Seminar. Peer Support utilizesmentor teams formed between expert and less experienced teachers. Mentor teams explore best practices in a variety ofeducational areas including a strong focus on community engaged learning. ER&D also coordinates new facultyorientations at the beginning of every semester.

Professional Development: MATC’s Office of Professional Development (PD), which falls under the Associate Provost,provides a variety of course and seminar opportunities for MATC employees. Sample courses offered through PD include:o Introduction to Service-Learning o Advanced Service-Learning o College Success Course Instructor Training (includes service-learning)o Introduction, intermediate and advanced Blackboardo Educational Technology Support o Mid-Career Reflection and Reviewo Introduction to Course Developmento Introduction to On-line course designCESL: The Center, supervised by the Executive VP/Provost, exists to facilitate quality education through community-basedservice-learning. It connects campus and community resources to create diverse learning partnerships that meetcommunity needs. CESL programs integrate the academic, service, and reflection components of engaged learning byproviding resources, training and technical assistance to faculty and community. The center advances MATC’s goals ofquality teaching and service. Examples of faculty/staff professional development support provided include:o Soup and Service Event (service-learning promotion, faculty and student training in community engaged learning)o Co-Creation Drop-in’s (faculty collaborat to develop community engaged courses/curricula)o Co-creation Day (for faculty and community partners)o Collaborative Community Partner Bus Tour (with UW-Milwaukee and Marquette University)o CESL Newsletter (highlights all aspects of community engaged learning activities)


7. Does the community have a "voice" or role for input into institutional or departmental planning for communityengagement?

Yes

Describe how the community’s voice is integrated into institutional or departmental planning for communityengagement:

Advisory Committees (ACs): MATC relies heavily on an organized advisory system involving 934 AC volunteers spreadacross 95 Advisory Committees. This system ensures that the college's degree and diploma programs continue to meetevolving community needs. AC members are industry professionals who share their experience, knowledge and interest inthe program/career with faculty, administration and students. They articulate what skill sets MATC graduates need tosucceed. AC members review budget plans, technology purchases, recruit students, identify job openings and provideprogram MATC faculty with advice on emerging skills and trends. New program proposals and major modificationsprogram require review by ACs prior to submission and approval by the Curriculum Office, MATC Administration andDistrict Board.

Evidence & Illustrations of Influence:

Fashion/ Retail Marketing: This AC reviewed the program’s Course Outcome Summaries in conjunction with faculty andmade the recommendations: The addition of conflict resolution between co-workers (“Internship 1”), employee ethics(“Internship 2”), and has suggested the need for instruction on how to quit a job. The AC also routinely provides feedbackto the program on weaknesses they’ve noted in current and has recommended trade publications and websites that wouldbe beneficial to students.

CESL: This office is a prime example of where community advisor voice is used for effective change at MATC. This entireinitiative relies upon active faculty and community discourse and shared decision-making. Since its inception in Fall of2011, CESL co-creation events have been held every semester in an effort to ensure a true reciprocal relationship emergesout of those sustained partnerships. Other co-created CESL initiatives are described in multiple locations in thisapplication.

MATC Education Center at Walker's Square: This is a shining example of the influence community partners have in MATCplanning and decision-making. MATC administration and faculty working together with an advisory group of businessleaders, CBO directors and local politicians quickly transitioned this facility into an educational and training resource whoseprimary function is to help local students prepare for new employment. MATC purchased the three-story, 130,000-square-foot building, located at 816 West National Avenue in the historic Walker's Point neighborhood, in 1990. In October 2012,the center began offering 8-week basic manufacturing and computer skills training courses for dislocated workers. Specificexamples of training successes include:• The Key Manufacturing Skills Training Program (funded through a Goldstein Family Foundation grant) that providedclasses in manufacturing skills, including blueprint reading, metrology (measurement) and safety. Nineteen students, alldislocated workers, completed the program.• Computer Technology Training: Fifteen students, many of whom had never worked with a computer before, completedthe computer program. In addition to gaining valuable software skills, the program helped students apply for jobs online.

Starting with the spring 2015 semester, the center will offer the Appliance Technician, Bricklaying and Masonry, andPreparatory Plumbing technical diploma programs in renovated lab spaces. In addition to technical diploma programs, thecenter will continue to offer short-term, targeted training, focusing on the needs of its near south side area and its residents.


8. Does the institution have search/recruitment policies or practices designed specifically to encourage the hiringof faculty with expertise in and commitment to community engagement?

Yes

Describe these specific search/recruitment policies or practices:

MATC values of Integrity, Excellence, Accountability and Partnership are the foundation for our workforce managementsystems. The strategic goal “Investing in People” focuses our efforts on attracting and maintaining a quality faculty and staffreflective of these core values. Inherent in this strategic goal is our commitment to community engaged learning as ateaching and learning methodology.

In order to support this goal, MATC schools develop and update annual plans and activities for enhancing the integration ofcommunity engagement into curricula via internships, service-learning, clinical internships, apprenticeships, practicum,preceptorships and community service. School curriculum needs and plans are taken into account during the hiringprocess. For example, the School of Health and the School of Technical and Applied Science list community engagedlearning practices in their faculty job descriptions. Further, community engaged learning questions are asked of applicantsduring the hiring process. Sample questions include:• School of Liberal Arts & Scienceso How have you incorporated community engaged learning into your courses?o In your position outside of academia, have you ever worked with interns, field placement students, service-learners orvolunteers? If so please describe. o Community engaged learning is a priority within MATC, give an example of how you would implement service learninginto the courses you teach.• School of Health Sciences o As a healthcare professional, have you worked with students in clinical courses? Please describe that relationship andexperience.• School of Technical and Applied Scienceso As a professional within your field, what has your experience been working with apprentices, mentoring, coaching orshadowing?• School of Businesso Provide the most recent example within your professional career of working with student interns, field placement orservice-learning students.

If new hires lack experience with community engaged methodologies, our State Certification Program, in conjunction withthe MATC ER&D, Professional Development, and the CESL, can quickly get new hires up to speed. Because communitypartnership and student success are primary goals of the institution, they are also critical aspects of the promotion process.Thus, MATC has a variety of on-going professional development courses and other developmental opportunities, free andoffered on a regular basis, to help faculty understand and implement community engage learning practices. Examples,most of which have been described in earlier sections include:• Service-Learning 101 and 201• Convocation Day Workshops on Community Engaged Learning• Soup and Service Faculty Discussions• Co-creation [of Curriculum] Days (for faculty and community partners)


9. Are there institutional level policies for promotion (and tenure at tenure-granting campuses) that specificallyreward faculty scholarly work that uses community-engaged approaches and methods?

Yes

If needed, use this space to describe the context for policies rewarding community engaged scholarly work:

MATC’s criteria for promotion and tenure are based upon a mutually (between faculty and administration) agreed uponstep and class system, following a probationary period. However, there are a number of ways that MATC faculty membersare rewarded for participation in the community and the scholarship of engagement. MATC defines/recognizes thefollowing as forms of faculty scholarship: integration and application of professional knowledge, discovery of newknowledge and employing MATC Standards of Teaching Excellence (Faulty Handbook pg. 81).

WTCS Certification: MATC faculty and staff are rewarded for participating in community engaged scholarly work throughreceipt of certification. As mentioned in an earlier section, the WTCS requires that certain didactic and work experiencecriteria be met during a probationary period in order to be certified to teach in the system generally, and in a content areaspecifically. Certification is awarded in 5-year increments upon demonstrating maintained currency through a set numberof continuing education credits. MATC’s leadership, with MATC’s faculty union (AFT Local 212), supports the operation oftwo programs, Professional Development (PD) and Education, Research & Dissemination (ER&D) which together providea comprehensive schedule of training opportunities for faculty by faculty. Many of the learning opportunities provided arerelated to community engagement.

Occupational and Currency Program (OACP): The OACP awards competitive grants that allow faculty to update their skillsand knowledge by working outside the college in their area of expertise. Participants develop a curriculum project related tothat work experience that will enhance classroom instruction. In a sense, the OCP allows teachers to be engaged in theircommunity so that they can better engaged students in theirs. (See OACP – Appendix 1, Memorandums of Understanding,Section 4).

Peer Coaching System (PCS): The PCS is MATC’s faculty-driven mechanism for performance evaluation. PCS is alignedwith the MATC Standards of Teaching Excellence such as Understanding Students and Fostering Student Success;Teaching Methodology; Assessment of Student Learning; Content Mastery and Currency, and Professional Contributions,all of which offer avenues to community engagement. Self-assessment is used to create a Teaching Action Plan (TAP;Wisconsin Forward Award, 2012) in conjunction with a peer coach. The CESL works with multiple faculty membersannually as their peer coach to design, develop and implement service learning in their classes as part of their TAP.

Professional Leave: MATC rewards faculty engagement by supporting paid faculty sabbaticals and paid leave to attendworkshops, conferences and seminars.

Tuition Reimbursement: Certification and professional development courses, including those pertaining to communityengaged learning, described above are offered free of charge to MATC faculty and staff. A tuition reimbursement system isalso in place, removing or easing financial burdens that employees at all levels might encounter when strengthening theircommunity engagement credentials.

Innovation Grants (IGs): IGs are awarded to faculty for “thinking outside of the box” to improve the classroom experience,functionality of the college or to serve their professional or general community as a whole. Projects that are related incommunity engaged learning and workforce development are often favored.


10.a. Is community engagement rewarded as one form of teaching and learning?

Yes

Please cite text from the faculty handbook (or similar policy document):

WTCS Certification: Teaching and learning in community is highly valued within the WTCS; every instructor, in order to becertified, must complete courses on teaching methodologies, and curriculum development & course construction.Community engaged methodologies are incorporated into both courses. Certification and re-certification credit is awardedto faculty who demonstrate best practice in the use of service-learning, a valued high impact teaching practice, in theirclassrooms. (Faculty Handbook Article VI, Section 5) In addition, integration and application of professional knowledge,discovery of new knowledge and involvement in professional organizations is also a way to gain certification/re-certificationcredit. The reward (certification, recertification and public recognition by administration during convocation day events andcelebrations) occurs when faculty are innovative and create unique, successful community engaged learning opportunitiesfor their students.

Grant Opportunities: Innovation Grants are another way MATC rewards creative community engaged teaching practices.Schools and departments also award and recognize successful community engaged teaching and learning activities.(Faculty Handbook Article VI, Section 5)

Media Features: Employee contributions to the college and community are formally recognized by the president in hismonthly Communiqué newsletter, distributed to the MATC community online and posted on our website, and viaPresident “Burke’s Blog” posted on the MATC website.

CESL Recognition: Outstanding community engagement is rewarded as a form of teaching and learning at the AnnualCESL Student, Faculty and Community Partner Recognition Luncheon. (Page 76 of the Faculty Handbook)

10.b. Is community engagement rewarded as one form of scholarship?

Yes


Professional Leave: Community engagement is reward as a form of scholarship through release time and payment ofregistration fees (including food, travel and lodging) to present successful community engaged activities, curriculumdevelopment, program development and other forms of academic scholarship of community engaged learning practices atlocal, regional and national conferences.

Media Features: These scholarly activities are also disseminated within MATC and the local community via all MATCmedia outlets to further give formal recognition to faculty who participate. (Faculty Handbook, Article VI, Section 7 A-E,Section 8 and Section 9, Article IX, Section 7 A-C).

CESL Recognition: Community engagement is rewarded as a form of scholarship at the Annual CESL Student, Facultyand Community Partner recognition luncheon, where outstanding community engaged teaching and learning is recognizedand celebrated.

10.c. Is community engagement rewarded as one form of service?

Yes


As mentioned above, promotion and tenure are not determined based upon the traditional triad of teaching, scholarlyactivity & service. However, since service is central to the mission of MATC, there are a number of ways that service in thecommunity is encouraged and supported.

Professional and Service Leaves: Community engagement is rewarded as a form of service through sabbatical leave wherethe employee is paid at a rate of 60% of their salary, including their annual increment; salaries are paid on the sameschedule as that of regular employees. (Faculty Handbook Article VI, Section 3 A 1-10). In addition, other leaves withoutpay (Article VI, Section 10 A-E) are awarded to allow service to one’s community including Civic Participation Leave, Laboror Organizational Leave, Occupational Leave, Humanitarian Service leave and additional leaves at the discretion of theProvost.

Professional Expertise: MATC employees contribute a significant amount of professional expertise to our community. A2012 survey of self-reported employee involvement focused on employees’ non-monetary contributions to localorganizations in both professional capacities and as private citizens. MATC employees’ logged 1,980 separateprofessional contributions, accounting for an estimated 29,708 total hours invested in the community. Reportedmemberships or other involvements at the local level included: 72 boards, 64 councils, 182 committees, 59 task forces,220 workshops, 116 service projects, and 118 work teams. MATC employees also reported involvement in 422professional associations, 218 conferences, as well as 238 presentations and publications, largely at the local level. Now apart of our Bi-Annual Review of Employee’s, this report publically recognizes employee contributions in a formal capacityto the community. Similarly, MATC schools, departments and programs also recognize their employee’s involvement inthe community.

CESL Recognition: Community engagement is rewarded as a form of service at the Annual CESL Student, Faculty andCommunity Partner recognition luncheon, where outstanding community engaged teaching and learning is recognized andcelebrated.


11. Are there college/school and/or department level policies for promotion (and tenure at tenure-grantingcampuses) that specifically reward faculty scholarly work that uses community-engaged approaches andmethods?

Yes

Which colleges/school and/or departments? List Colleges or Departments:

Advancement at MATC: MATC labor contracts, defining all standards for promotion and tenure. Through this sharedgovernance process all standards for promotion and tenure are reviewed annually; 100% of faculty across all schools,department and programs follow this process. As a two year college, tenure is defined institutionally and not at the schoolor department level.

What percent of total colleges/school and/or departments at the institution is represented by the list above?:

100%

Please cite three examples of colleges/school and/or department-level policies, taken directly from policydocuments, that specifically reward faculty scholarly work using community-engaged approaches and methods:

Performance Evaluation: Peer Coaching: In 2009, AFT Local 212 and administration leaders established a peer coachingsystem aligned with the MATC Standards of Teaching Excellence as the primary evaluative measure of facultyperformance. These standards are grounded in 7 areas: Understanding Students and Fostering Student Success;Classroom Management; Planning and Organization; Teaching Methodology; Assessment of Student Learning; ContentMastery and Currency, and Professional Contributions. A Teaching Action Plan (TAP) is constructed after completion of aself-assessment and consultation with a peer coach. (Wisconsin Forward Award, 2012). Faculty work with their peer coachto develop action projects that will enable them to achieve the goals laid out in their TAP. Action projects reinforce facultycommitment and focus on student success in the classroom. CESL staff work with multiple faculty annually, serving astheir peer coach for the design, development and implementation of service learning in their classes. Achievement of goalslaid out in TAPs is directly linked to promotions in class and step pay as specified in the labor agreement.

Innovation Grants (IGs): IGs encourage faculty and staff to be creative, to experiment and to “think out of the box”.Innovation at MATC means “people creating value by implementing new ideas and transforming lives through innovativeeducation [that betters the lives] of our students and [improves the] community”. IG proposals must have outcomes thatclearly link to a MATC Strategic Plan goal, objective and/or strategy to be funded. Projects must result in a novel product orservice that improves functionality lowers cost and/or offers stakeholders more value. Innovations sought have “real life”application, [incorporate] technology, [create] a state-of-the-art learning environment for students and the community,[contribute] to breakthrough discoveries in the discipline, and/or [solve] problems that are critical to the community (2012-2013 Innovation Grant Guidelines and Application).

Professional Development: Employee scholarship and development are supported by supporting leadership training,awarding of sabbaticals, providing professional leave to attend conferences and seminars, and offering the Occupationaland Academic Currency Program (OACP – Appendix 1, Memorandums of Understanding, Section 4). OACP allowsfaculty to develop skills and knowledge by working outside the college in their area of expertise. Awardees must develop acurriculum project related to that work experience that enhances classroom instruction.

Continuing Education/ Tuition Reimbursement: Another reward for faculty scholarship is tuition reimbursement andcontinuing education programs available to employees at all levels of the organization. These programs improve jobknowledge, job skills, professional skills, and increase upward mobility possibilities of employees. Employee groups mayalso receive various monetary benefits such as: tuition reimbursement, tuition advance, tuition waiver, and remunerationincentives for taking courses for professional and career development. (Wisconsin Forward Award, 2013, Section 5.2.a(1).


12. If current policies do not specifically reward community engagement, is there work in progress to revisepromotion and tenure guidelines to reward faculty scholarly work that uses community-engaged approaches andmethods?

Yes

If yes, describe the current work in progress:

Promotion and tenure guidelines are evaluated annually to ensure MATC is growing, developing and promoting faculty.The Wisconsin State Legislature recently passed Act 10 that limits the collective bargaining rights for most public workers.Although currently in litigation, if the law remains in place, it will effectively make void the old MATC faculty contract andnegotiation process once the current successor contract expires. A working group of AFT Local 212 is currently workingwith the administration to write a faculty handbook and to create new policies and procedures for faculty performanceevaluation, promotion and tenure. The CESL has been an active participant in this process, ensuring that there will be anexplicit emphasis on community engaged teaching and learning practices, community engaged scholarship, andcommunity engaged service in any new policy standards created.


1. Is community engagement noted on student transcripts?

Yes

Describe how community engagement is noted on student transcripts:

In the 2012-2013 academic year a process was created to identify all forms of community engaged learning occurring incourses. Faculty report data to their Associate Deans who then enter the appropriate course code into the college classschedule. This allows students to be aware of, in advance of registration, what type of engaged learning methodology willbe used in a particular class. Once the college has exhausted its pre-printed transcript forms, the course codes will be listedon the transcripts to identify what types of community engaged courses each student has completed. We estimate the newtranscript forms, with the course key code, will be first used during the 2014-2015 academic year.


2. Is community engagement connected with diversity and inclusion work (for students and faculty) on yourcampus?

Yes

Please provide examples:

Milwaukee is the most racially and ethnically diverse city in the state of Wisconsin; MATC students, faculty and staff reflectthat diversity. The President’s Diversity Council (PDC) advises MATC leaders on how to grow cultural awareness and tofoster diversity on our campuses; to make MATC a more welcoming, inclusive and just college. Student members of thePDC are usually also members of student government, multiple clubs and organizations. The Director of Student Advisingand Multicultural Services leads the PDC working collaboratively with the CESL and student government clubs andorganizations to create co-curricular community service activities. Additionally, MATC’s community engaged learningpartners represent the diversity of Milwaukee. Students and faculty working within those organizations receive multipleopportunities for cross-cultural and sub-cultural immersion.

All of our engaged learning courses directly link to multiple MATC Core Abilities (general education outcomes), each ofwhich has indicators related to community engagement, such as:• Respect diversity• Collaborate with others• Communicate effectively • Think critically and creatively• Embrace change

When faculty and community partners co-create engaged learning experiences, the Core Abilities are an intentional focus ofthat planning. Thus, we can directly link community engagement to academic success since these core abilities arethemselves linked to specific course/experience learning outcomes, reflective assignments and student assessments. Forexample, data from the 2012-2013 CESL Student Participation and Perception Survey indicate that up to 85% of studentsagreed that their community engaged learning experience made them more comfortable working with culturally diversepeople. In addition, 60% said that their community engaged learning experience made them more aware of their ownbiases and prejudices. Furthermore, 81% indicated that their community engaged learning experience enhanced their abilityto communicate their ideas in a real world context.


3. Is community engagement connected to efforts aimed at student retention and success?

Yes

Please provide examples:

MATC requires all College Success courses (e.g., GenCol 104; 38 classes, 676 students) to have a service-learningcomponent that is linked to specific learning outcomes. This course provides students with, skills, resources andinformation necessary to enhance their chances of success in college. Students clarify why they are in college and identifywork habits, explore life goals and values, and develop networks among students, faculty and staff that will support theircollege success. College Success courses can be designed by faculty so as to link the service-learning experience with astudent’s career interest. For example, students interested in nursing can complete their service-learning hours with acommunity health center. Students interested in studying Liberal Arts transfer could serve in a homeless shelter or helpwith the clean-up of Milwaukee’s rivers and waterways. In this way, service-learning provides a unique opportunity forstudents to explore potential avenues of study while at the same time engaging faculty and students in service to theircommunity. Through reflective exercises, discussions and presentations, students demonstrate real world application ofacademic material during their service-learning experience, while strengthening Core Abilities/ general education skillsrequisite for success in not only college but in the workplace such as effective communication, critical thinking and personalresponsibility.

An important aspect of student success and retention is development of a good working relationship between the instructorand student. The 2012-2013 MATC Student Participation and Perceptions Survey indicated that 72% of students developeda good relationship with their service-learning instructor because of the community engaged learning experience. Inaddition, 91% of student surveyed agreed that their site supervisor’s comments about their work were helpful andconstructive, 91% that their instructors helped them integrate classroom learning with agency responsibilities, and 100% offaculty surveyed agreed that service-learning helped their students to achieve MATC Core Abilities and Course LearningOutcomes as identified in the syllabus.

MATC is a part of the U.S. Presidential Community College Completion Challenge (50X20). Members of this initiative arecommitted to increasing the number of graduates by 50% by the year 2020. Recent trends are optimistic. From 2008 –2011 MATC saw an increase of 378 graduates, from 2,394 to 2,772. We are well on our way to 3,900 graduates in eightyears, thanks in part to the continued growth in community engaged learning on our campuses.

26. II. Categories of Community Engagement

1.a. Does the institution have a definition, standard components, and a process for identifying service learningcourses?

Yes

Discuss how your institution defines service learning, the standard components for designation, and the processfor identifying service learning courses:

MATC defines service-learning as: “… a credit-bearing, educational experience in which students participate in an organized service activity that meetsidentified community needs, and reflect on the service activity in such a way as to gain further understanding of the coursecontent, a broader appreciation of the discipline, and an enhanced sense of civic responsibility."- excerpted from "A Service Learning Curriculum for Faculty" by Robert Bringle and Julie Hatcher”

MATC’s Service Learning Faculty Handbook uses this definition and utilizes six models of service-learning (placement,product, project, presentation, presentation plus and event). Service-learning best practices are highlighted. In addition,examples of reflective activities and assessment matrices are provided. Individual faculty members and their communitypartner work together to determine the scope, depth and intensity of each service-learning experience. This co-creationensures that identified community needs are met. The number and types of reflections, papers, discussions, andpresentations are determined by each faculty member in order to accurately demonstrate student achievement of MATCCore Abilities and mastery of course content as reflected in Student Learning Outcomes. On average, service-learningcourses require students to complete 20 clock hours of service to the community, varying by instructor, assignments, andcommunity needs. This is in addition to student time spent on reflection of the service-learning experience (papers,discussion, presentations and videos) both in and outside of the classroom. Each MATC school has a CESL faculty representative whose responsibilities include: o Facilitating communication between the CESL and faculty o Facilitating communicate between faculty, programs and departments regarding engaged learning activitieso Discovering and documenting engaged learning activities o Facilitating collection data related to community engagedo Collecting stories and pictures of engagement o Disseminating engaged learning “best practice” o Collaborating with CESL to plan strategically for future offerings and activitieso Marketing CESL courses, trainings, workshops and events o Recommending professional development course offerings that meet needs and interests of facultyo Updating the CESL on engaged learning activities within their schoolo Participate in all advisory meetings with CESLo Participating in college-wide service-learning work groups

Identification of service-learning courses begins when the instructor reports the activity to their school Associate Deanand/or a CESL School Representative. The Associate Dean then assigns the course a community engaged code, selectingfrom service learning, internship, clinical internship, practicum, preceptorship or apprenticeship and enters this code intothe college class schedule. We have experienced an occasional lapse in administrative oversight when it comes toassignment of community engagement codes. In response, the CESL has received college approval to hire anadministrative director for the CESL to provide better administrative oversight of all community engaged learning activitiesat MATC. In addition, a new web-based tracking system is currently in beta testing and will be implemented across allMATC campuses starting in the fall 2014.

1.b. If you have a process for designating service learning courses, how many designated, for-credit servicelearning courses were offered in the most recent academic year?

335

What percentage of total courses offered at the institution?:

19%

1.c. How many departments are represented by those courses?

65

What percentage of total departments at the institution?

38%

1.d. How many faculty taught service learning courses in the most recent academic year?

340

What percentage of faculty at the institution?

26%

1.e. How many students participated in service learning courses in the most recent academic year?

12372

What percentage of students at the institution?

22%

1.f. Describe how data provided in 1. b-e above are gathered, by whom, with what frequency, and to what end:

Data Collection: MATC uses a DataTel Dashboard managed by Institutional Research (IR) to track daily enrollment, thestatus of operations and overall organizational performance. Specifically, IR distributes surveys and collects and processesmost CESL survey data (e.g., Faculty, Community and Student Perception Surveys) every semester. A few exceptions doexist –for example, the CESL makes the Pre-Semester Faculty Surveys available through BlackBoard, our coursemanagement system. CESL school wide surveys of faculty, designed to capture all forms of community engaged learning,are collected in a pen and paper format during Convocation Days every semester. The CESL school representatives followup with faculty who did not respond (or only partially responded) to institution wide surveys.

Data Use: The CESL co-coordinators and the Executive Vice President/Provost work with IR personnel to analyze the data.These data and results are then utilized by the college and its offices, schools, departments and programs in their strategicplanning processes to gauge the status of current initiatives and, at the departmental/ program level success of currentteaching practices. The MATC Marketing and Public Relations Department and the Office of Recruitment also use thesedata in their respective roles in the college.


2.a. Are there institutional (campus-wide) learning outcomes for students' curricular engagement withcommunity?

Yes

Please provide specific examples of institutional (campus-wide) learning outcomes for students’ curricularengagement with community:

MATC currently recognizes 9 Core Abilities (CA) that we feel reflect skills all graduates need to be successful employeesand productive citizens. Each CA is defined by a set of measureable indicators. All engaged and service-learningexperiences (SLE) and courses have Student Learning Outcomes (SLOs) that can be directly linked to at least one CoreAbility and its indicators. Representative examples are provided below. MATC Core Ability: Communicate Effectively

Sample Applicable MATC Indicator: “Learner speaks/ writes effectively for the intended purpose, audience, occasion, andtopic.”• Sample SLE-Related SLOs: By the end of this experience, you should be able to:• Demonstrates cultural awareness, reciprocity, and responsiveness when communicating in the community

Sample Applicable MATC Indicator: “Learner applies rules of standard English language structure, including grammar andspelling.”

Sample SLE-Related SLOs: By the end of this experience, you should be able to:• Use correct grammar, spelling and mechanics when writing personal reflections of community engaged learningexperiencesMATC Core Ability: Collaborate effectivelySample Applicable MATC Indicator: “Learner participates in shared problem-solving.”Sample SLE-Related SLOs: By the end of this experience, you should be able to:

• Describe the mutual benefits of working with community partners to meet the needs of the community• Participate in a mutually beneficial exchange of knowledge and resources• Demonstrate inclusivity when working with diverse individuals, groups, and organizations to solve community problems(inequality, unsustainable practice, etc.) MATC Core Ability: Respect diversitySample Applicable MATC Indicator: “Learner acknowledges personal prejudices, and biases.”Sample SLE-Related SLOs: By the end of this experience, you should be able to:

• Describe successes and roadblocks you encountered when working in a multi-cultural setting• Identify the basis of your own assumptions, values, and stereotypes realized when working in the communityMATC Core Ability: Demonstrate ResponsibilitySample Applicable MATC Indicator: “Learner acknowledges a responsibility to the global community (cultural, economic,environmental, political).”

Sample SLE-Related SLOs: By the end of this experience, you should be able to:• Describe your definition of “personal responsibility” in community• Describe the need for balance between individual and civic rights and responsibilities • Discuss important consideration to make when constructing a 3-year action plan for civic engagement• Describe the importance of social responsibility in their community• Compare and contrast the effect of short-term and long-term service on societal well-being

MATC Core Ability: Think Critically and Creatively

Sample Applicable MATC Indicator: “Learner analyzes relationships between ideas, people, events and things”

Sample SLE-Related SLOs: Through this experience, students will be able to:• Analyze the moral and civic dimensions of community issues• Identify problems in the community and their causes • Analyze connections between academic/discipline theory and CBO/ community agency activities • Compares and contrasts the needs of individuals, groups, communities, and society• Analyze how actions of individuals and social systems foster both equity and inequity in communities and society• Examine community issue(s) in the context of systemic inequity, discrimination and social injustice

2.b. Are institutional (campus-wide) learning outcomes for students’ curricular engagement with communitysystematically assessed?

Yes

Describe the strategy and mechanism assuring systematic assessment of institutional (campus-wide) learningoutcomes for students’ curricular engagement with community:

Instructional programs at MATC are evaluated in an on-going fashion through the Quality Review Process (QRP) toensure that the needs of the college, students and the community are met and that MATC provides the most effective andefficient instruction possible. Evaluated products of the process include a scorecard of data (indicators of quality - FTEs,completion rates, etc. -defined by MATC and the WTCS), a program portfolio, and a documented Action Plan where therationale for and the details of improvement goals and activities are outlined. Data from the scorecard and the portfolio arenot an end in and of themselves but are intended to serve as a springboard to new adjustments and initiatives that willenhance student learning and the effectiveness of the college in the community.

All MATC Associate Degree programs perform Student Outcomes Assessment (SOA) annually as part of the QRPprocess. As required by the WTCS, SOA in each program must utilize profession-specific Student Learning Outcomes(SLOs) with well-defined criteria and performance indicators for each course. This allows the assessment of teaching andlearning quality. Other data such as board/ licensure pass rates, community placement, and employer surveys are alsoused. All associate degree, as well as diploma and certificate programs assess MATC Core Abilities (CAs). As mentionedabove, the CAs include community engaged Student Learning Outcomes (SLOs) linked to CA indicators. The assessmentof MATC CAs, their indicators and linked SLOs are best exemplified in the School of Liberal Art and Sciences (LAS) wheredepartments and their faculty members follow an established LAS SOA calendar. LAS faculty are especially creative indeveloping and implementing community engaged learning experiences for their courses.

Briefly, the LAS SOA process begins with the analysis of assessment data collected from the previous cycle, identificationof needed adjustments that foster targeted student growth, implementation of new teaching strategies and assessment ofstudent skills/ performance. After appropriate data collection (in conjunction with IR), departments evaluate the new dataand use this evidence to identify adjustments for the following teaching cycle. The assessment and evaluation practicesemployed are multidimensional, including both quantitative and qualitative measures and data from multiple sources. TheLAS SOA cycle culminates in each department and program preparing and submitting an Annual SOA Report Templatesthat are used by LAS and the college as a whole in decision-making and strategic planning. All levels of assessment havethe same goal: improving student learning and success.

2.c. If yes, describe how the assessment data related to institutional (campus-wide) learning outcomes forstudents’ curricular engagement with community are used?

Assessment of MATC’s Core Abilities is integral to MATC’s Student Outcomes Assessment (SOA) (described in previoussection), and is required of all programs and LAS departments. Identified areas of strength and weakness in studentperformances are used at the program/ departmental level in decision-making related to classroom activities, coursecontent and curriculum planning. These data are used by MATC schools in the evaluation of programs, achievement ofcommunity engaged learning outcomes and in resource allocation, including identification of staffing needs, and in programdevelopment (enhancing the delivery of instruction and community engaged learning experiences for students). Advisorycommittees throughout the college use these data to make recommendations related to curriculum improvements. StudentServices use these data when advising students during enrollment periods, in the allocation of academic support servicesand in the creation of our Graduate Follow-up Survey. Core Committees and other district -wide working groups use thesedata when aligning curricula, identifying technology needs, planning facility improvements and when formulating otherrecommendations. MATC administrators support assessment plans and policies and use the resulting studentperformance data in its strategic planning process. The MATC Board of Directors also value assessment of student learningand assessment data when evaluating the success of college actions plans and how well MATC meets community needs.


3.a. Are there departmental or disciplinary learning outcomes for students' curricular engagement withcommunity?

Yes

Provide specific examples of departmental or disciplinary learning outcomes for students’ curricular engagementwith community:

As described previously, MATC LAS departments and associate degree/ certificate programs must participate in CoreAbilities assessment, selecting applicable indicators of performance. Many of these indicators are linked to communityengaged Student Learning Outcomes (SLOs). Quite a few programs have very specific or even mandated engaged learningoutcomes through their state and national associations or accrediting bodies. In addition, some departments and programscreate their own focused community engaged learning outcomes. Two discipline examples are provided below.

The LAS Social Sciences department created a brief list of community engaged learning outcomes that faculty could selectfrom when utilizing an engaged learning methodology within a particular course.

By the end of the course students will be able to:• Explain the benefits of having community and the disadvantages of lacking community• Demonstrate comprehension of discipline specific content enhanced by their experiences of serving in the community• Demonstrate a commitment to community engagement and social justice• Apply classroom knowledge through related service-learning experiences in the community• Acknowledge perspectives and life chances of people outside their own background/culture

Likewise, the LAS Psychology department created the following list of service-learning course outcomes for the LifespanPsychology college transfer course:

Through the service-learning experience you will:• Identify and demonstrate understanding of human growth and development theories and concepts, such as thoseexemplified in psychosocial and cognitive developmental stage theories• Demonstrate understanding of special needs, concerns and tasks of developmental stages for children ages 3-5• Demonstrate the ability to relate developmental concepts to the service-learning experience• Demonstrate competence in interpreting and connecting “real life” experience to both research and theoretical literature inlife-span development • Demonstrate competence in the following MATC Core Abilities: communicate effectively, apply critical thinking,demonstrate personal responsibility and value diversity

3.b. Are departmental or disciplinary learning outcomes for students’ curricular engagement with communitysystematically assessed?

Yes

Describe the strategy and mechanism assuring systematic assessment of departmental or disciplinary learningoutcomes for students’ curricular engagement with community:

Department/ Program Level: Faculty supervisors, school or program curriculum committees and advisory committeesensure that Student Outcomes Assessment (SOA) is taking place and that area assessment quality standards are met. Atthe program level, this includes, but is not limited to, assessment and evaluation of service-learning experiences,internships, apprenticeships, preceptorships, and clinical rotations. Within departments, this may also apply toassessment of community engaged learning via examinations, reflections and other papers, presentations and studentprojects. The campus wide SOA and QRP processes are designed to assess college, program or disciplinary outcomes,most of which are linked to community engagement outcomes. As described in an earlier section, these annualassessment processes are required of all departments, programs and disciplines. Assessment and evaluation practicesemployed are multidimensional, including both quantitative and qualitative measures, with data collected from multiplesources. Data from these assessments are not an end in and of themselves. The data and information compiled is intendedto lead to an analysis and to identify improvements in the department, program or discipline.

CESL: Every semester, the CESL in conjunction with IR, assesses the perceptions of faculty, students and communitypartners involved in engaged and service-learning activities to obtain their feedback on the community engaged courses oractivities in which they participated. In particular, the CESL uses the data obtained to gauge the impact of communitylearning experiences on students’ personal and professional development.

3.c. If yes, describe how assessment data related to departmental or disciplinary learning outcomes for students’curricular engagement with community are used:

Successful community engaged student learning experiences are identified and celebrated at the departmental/ program,MATC school and college levels (discussed in earlier sections). Successful community engaged courses and other activitiesbecome templates for other courses, department or programs. Areas for improvement are also identified and altered forfuture course or department based-projects. For example, a successful service-learning project within BADM-134(Business Organization & Management course) found a statically significant improvement between course GPA’s taughtby the same instructor with and without service-learning learning. As a result, CESL staff was asked to train School ofBusiness faculty in service-learning methodologies. The school then increased the number of BADM-134 course offeringsusing service-learning.

Another example of how assessment data is used can be seen with the following service-learning project. Three faculty, inconjunction with Journey House (a community partner) created a service-learning project involving a total of 8 classes (3Introduction to Sociology, 1 Contemporary American Society, 1 Social Problems, 1 Spanish, 1 ESL course and a SocialScience class from a local high school). The project included the development and implementation of a bi- lingual survey,followed by data collection, analysis and evaluation. MATC student retention through the semester and perceptions of theexperience were all positive. In addition, faculty and community partners continued with the project into next semester. Thissuccessful service-learning project has since been used as a template for other cross-disciplinary projects and communitypartnerships at MATC.


4.a. Is community engagement integrated into the following curricular (for credit) activities? Please select all thatapply:

Student LeadershipInternships/Co-opsStudy Abroad

For each category checked above, provide examples:

Professional Program Requirement: Apprenticeships, clinical rotations, internships, etc. provide students the opportunityto apply academic knowledge to actual work situations, earn required or elective college credits, acquire career-related workexperience and enhance personal growth. Such community engaged/work-related experiences are mandatory in someMATC programs and optional in others. For example, in the 2012-2013 academic year there were 27 Associate Degreeprograms and 1 Diploma program that required internships; 8 Associate Degree programs that required ClinicalInternships; and 30 other Associate Degree programs and 1 Diploma program that required non-credit internships as partof a class.

Study Abroad: MATC offers and encourages a variety of study abroad opportunities for faculty, staff and students interestedin learning firsthand about cultures around the world. Credits earned while studying abroad may apply directly to astudent’s program (or a faculty members certification/re-certification activities). Service-learning is required of all studyabroad programs and is documented through assignments involving written reflections on their time and experienceworking with non-profit agencies abroad.

Honors Program Credit: The crux of honors program participation is immersion in experiential and engaged learning.Honor students, under the guidance of the course instructor, engage in challenging, experiential tasks, which may include,but are not limited to, the following: service-learning; library or field research; oral and/or written communication; andcritical and creative thinking. The student is expected to do a substantial amount of study above and beyond that required ofnon-honors students in a course, culminating in analytical essays, reflections, research papers, or presentations that arecarefully and thoroughly evaluated by the instructor and then reviewed by the Honors Coordinator for final processing,approval and award of honors credit.

4.b. Has community engagement been integrated with curriculum on an institution-wide level in any of thefollowing structures? Please select all that apply:

General EducationIn the Majors


In the Majors: The School of Health Sciences has the highest number of courses that incorporate community engagedlearning into the curriculum with 301 courses offering clinicals, service-learning, practicums and internships. This isfollowed by the School of Technical and Applied Science with 267 (service-learning, practicums, clinicals, internships andapprenticeships), the School of Business with 96 (service-learning, practicums, internships and apprenticeships), theSchool of Media and Creative Arts with 67 (service-learning and internships) courses incorporating engaged and service-learning experiences.

General Education: The School of Liberal Arts and Sciences (LAS), whose primary responsibility is the creation, deliveryand management of MATC’s general education program, incorporates community engagement into 262 different courses,primarily through service-learning, practicums and internships. In addition, the School of Pre-College reports communityengagement incorporated into 8 of their courses through service-learning.

NOTE: The numbers provided above are based on the total number of DIFFERENT courses offered in the collegecatalogue (not total sections).


5. Are there examples of faculty scholarship associated with their curricular engagement achievements (researchstudies, conference presentations, pedagogy workshops, publications, etc.)?

Yes

Provide a minimum of five examples of faculty scholarship from as many different disciplines as possible:

• Suzanne Goodrich (Psychology) received the “The Sister Joel Read Civic Engagement Practitioners Award” thatrecognizes outstanding faculty or staff members who have made significant contributions to civic engagement on theircampus. Over the past 8 years, Suzanne has presented engagement research, conducted workshops and participated onnumerous K-16 service learning panel discussions at the local, regional and national levels.

• Judy Springer’s (Physical Education) service-learning project helped to increase fitness activities within a large, faith-based community in Milwaukee, while building capacity to reduce health risks by training youth, family and volunteers toembed and sustain running and fitness in their community. The project worked with the Medical College of Wisconsin’sHealthier Wisconsin Partnership Program. The project presented findings at the following conferences: The 43rd Society ofTeachers of Family Medicine Spring Conference, The 2nd Annual University of Madison Obesity Prevention ResearchSymposium: Linking Research, Community Action and Policy to Prevent Obesity and at the 35th Annual NationalWellness Conference where it received an Award of Excellence.

• MATC students Cheryl Bunger, JoVanee and Will Wuttken and instructors Suzanne Goodrich, Eva Hagenhofer and DavidThomas showcased several service-learning projects at the Celebration for Student Engagement at the Wisconsin StateCapitol (February 19, 2013). This event focused on Wisconsin Technical College students from around the state andhighlighted their work in and out of the classroom. MATC projects featured included: a video featuring the college's JOB-shop, a presentation related to the Diaper Bank project, and a video on the Bread of Healing Clinic.

• Occupational Therapist instructor, Susie Heitman, presented at the 2012 Wisconsin Occupational Therapy Association’sannual conference: Examining Healthy Aging as a Lifelong Process – which showcased how MATC Health InformationTechnology (HIT) and Occupational Therapy Assistant students link their academics with real life engagement throughpartnership with Clinton Rose Senior Center. The presentation was an authentic measure of how students get connectedwith community dwelling elders. This presentation raised the bar to highlight how students can impact seniors throughsustained community partnerships.

• Dr. Rohan DeSilva, a Sociology Instructor, presented “Engaging Students in Service-Learning in a Non-Inviting PoliticalContext” at a 2012 WiCC Annual Conference. The focus of the paper/presentation was in creating student buy-in toservice-learning regardless of political orientation or beliefs.


1. Indicate which outreach programs are developed for community. Please select all that apply:

learning centerstutoringnon-credit coursestraining programsprofessional development centersother (please specify): ESL/ELL


MATC’s has provided outreach programs to the community since the early 1980s. MATC’s Office of Workforce andEconomic Development (OWED) coordinates these outreach endeavors, and relies on community partners such as theMilwaukee Area Workforce Investment Board. Through its network of agencies and funding, MATC collaborates on trainingimplementation, grant development and innovative projects. In conjunction with the HIRE Center consortium, OWED hasworked to meet the transition and reemployment needs of the area’s unemployed and dislocated workers. As traditional jobclusters are reduced in scope and size, more people are looking to MATC as the means to redefine their careers andenhance their job opportunities.

Worker Retraining: For many adults in today’s labor market, their level of education, work experience and skill attainmentare inadequate to obtain well-paying jobs. Strong basic skills, as well as sound study and time management habits arerequisite for success in technical education programs. Many potential MATC students do not possess the needed criticalreading, writing, comprehension, math and computer literacy skills. MATC actively supports and strengthens thecommunity by providing educational opportunities that foster growth in success skills. Our School of Pre-CollegeEducation serves key stakeholders who often have no other educational alternatives. Pre-College Education providestraining in: Basic Skills (to bring students up to the 12th-grade level in math), English, Computer Literacy, and theSciences. In addition, GED and High School Equivalency Diploma assistance and testing, Family Literacy; and programsfor migrant workers and their families are offered. Pre-College also houses an Adult High School, accredited by the NorthCentral Association of Colleges and Schools that serves the needs of adult learners in our community. In addition, MATCoffers educational programming to high-school students through “Gear-up, Smart-Start, Smart Path” programs andeducational opportunities for institutionalized persons and transitional services for incarcerated populations. Over 31 CBOoutreach sites are used in the delivery of these programs.

ESL/ELL Programming: MATC service Milwaukee’s diverse population through English Language Learners (ESL/ELL)Programs house in our School of Pre-College Education. ESL/ELL programming is delivered through group,individualized, computer-assisted language learning, Weekend College and online delivery. A student may choose coursesin oral language development, vocabulary improvement, reading and writing skills, pre-employment English, andcomputer skills. They can also get help in preparing for citizenship tests. ESL/ELL faculty and staff provide Englishlanguage instruction to a linguistically (25 language groups) and culturally (50 countries) diverse population, coming fromall educational, ethnic and socioeconomic backgrounds. The program serves students living in greater Milwaukee area andincludes resident aliens, refugees and U.S. citizens.

Continuing Education: MATC provides continuing education classes to meet a variety of community needs and interests,including but not limited to: Motorcycle Safety/ Ridership training, Traffic Safety and Driver Education programming, as wellas classes in Clothing, Arts and Crafts, Upholstery, Horology (watch making) and Food Preparation. Classes are providedon the main campus or at outreach locations. In 2012-2013, MATC provided 392 classes and served 5,525 studentsthrough continuing education programs.


2. Which institutional resources are provided as outreach to the community? Please select all that apply:

co-curricular student servicework/study student placementscultural offeringsathletic offeringslibrary servicestechnologyfaculty consultation


Co-Curricular Student Service: Fifty student organizations provide opportunities for students to develop interpersonalskills, share interests, meet other students and participate in community service including (food, clothing, toiletry, mittenand book drives, building children playhouses for local shelters, fundraisers; in 2012-2013 - over 1,500 students logged13,098 clock hours in service to numerous local community partners).

Outreach Services: MATC offers numerous services providing students, always under faculty supervision, valuableprofessional experience. Examples include:• Childcare Centers, operated in conjunction MATC’s Early Childhood Education Program, offer quality care to children ofMATC students, faculty and community families. Centers are licensed by the Wisconsin Department of Health and FamilyServices, and the National Association for the Education of Young Children.• A full service bakery/ bistro, managed by Baking Program students and faculty, offer a variety of baked goods and specialtycoffees made by MATC students.• A Dental Clinic, operated by Dental Hygiene Program students and faculty offers preventative services (cleanings, X-rays,fluoride treatments, etc.). • MATC also offers four hair salon locations, one nail tech lab and one spa services lab all run by Barber and Cosmetologystudents under the guidance of faculty members; • An Optician Clinic offers eyeglasses and lenses dispensed by Optician-Vision Care program students.

Work Study Placement (WSP): Both on and off campus work study positions were offered to 969 students in 2012-2013.Off Campus employment offers more flexibility of hours as students can work at non-profit agencies throughout the cityincluding hospitals, community centers, schools, and government offices. Mentoring Program: MATC offers MentorNet, an award winning one-on-one mentoring program that pairs female orminority students enrolled in business and STEM programs with professionals in the community.

Cultural Offerings: The Multicultural Student Services Department provides various support services to MATC’s diversestudent population. In addition to housing various multicultural clubs and organizations, the department coordinates animpressive slate of college-wide culture exchange events, ethnic celebrations, and educational opportunities, many ofwhich are open to the public. A prime example occurred in 2012-2013 when best-selling author Wes Moors visited ourdowntown campus and spoke to 2600 people from MATC and its greater community. The presentation was broadcast toNAACP and the League of Women Voters offices and facilities throughout the greater Milwaukee area

Athletic services: MATC offers a variety of athletic facilities (weight rooms, basketball courts, baseball diamonds, soccerfields and a nature trail).

Library Services: MATC has a library on each of its four campuses. Books, access to computers/printers and other libraryresources are provided for the interest, information, and enlightenment of not only MATC students, faculty and staff, butMATC’s larger community as well.

Technology: The School of Pre-College has 31 outreach sites each equipped with a computer lab offering internet accessfor community member’s use.

Faculty Consultation: The MATC website houses an expert list of 86 faculty and staff who are available to provide theirexpertise to the community.


3. Describe representative examples of partnerships (both institutional and departmental) that were in placeduring the most recent academic year (maximum=15 partnerships). Please follow these steps:

Download the Partnership Grid template (Excel file) and save it to your computer;Provide descriptions of each partnership in the template; and then,Upload the completed template here.

Milwaukee Area Technical College 2015_Partnership_Grid.xls


4.a. Do the institution or departments promote attention to the mutuality and reciprocity of the partnerships?

Yes

http://nerche.org/images/stories/projects/Carnegie/2015/2015_Partnership_Grid.xls

http://surveygizmoresponseuploads.s3.amazonaws.com/fileuploads/51277/1183353/13-25745e3f84290ba71b4e3920db82d7d9_Milwaukee+Area+Technical+College+2015_Partnership_Grid.xls

Describe the strategies for promoting attention to the mutuality and reciprocity of the partnerships:

MATC is committed to creating mutuality and reciprocity in internal and external stakeholder partnerships and ensuring thesustainability of those partnerships. Committee Structure: In 1992, MATC formalized a system to ensure shared decision making during quality improvementprocesses. Central to the system was the formation of Core Committees, each charged with a specific purpose supportingthe mission of the college through linkage to strategic goals. As an example, the Partnership and Collaboration CoreCommittee (PCCC) is charged with communicating best practices, measuring achievements, and celebrating stories ofcollaborative, reciprocal partnerships among internal and external stakeholders. The PCCC assists with definingpartnership types (network, alliance, partnership, coalition and collaboration), articulating mutuality and reciprocity anddeveloping goals to measure/evaluate success.

Data Bases: MATC utilizes an electronic database, MATCpartners.matc.edu, developed in 2009 following a “VisionGathering” of key partners and collaborators from both inside and outside the college. The database allows CESL staff toidentify internal and external partners, and serves as a clearinghouse for partnership information, providing an avenue togauge and measure mutuality and reciprocity of partnerships, as well as their value to the college. The MATCpartnerswebsite also provides a means for mass online communication and collaboration. Therefore, the site is an essential toolfor sustaining community partnerships and enhancing the quality of community engaged learning experiences MATCprovides to students, faculty, the college and our community.

Co-Creation Model: The CESL developed and continues to use a co-creation model and process to form, sustain andenhance partnerships. Community partners meet with faculty (and sometimes students) face-to-face in order co-createengaged learning opportunities for students that also assist the partner in meeting their defined goals. Partnership teamscontinue to communicate over the duration of a project, providing feedback to each other on the quality of the learningexperience (faculty/ students), and the efficacy of the relationship in meeting stated goals (community partner).

4.b. Are there mechanisms to systematically collect and share feedback and assessment findings regardingpartnerships, reciprocity and mutual benefit, both from community partners to the institution and from theinstitution to the community?

Yes

If yes, describe the mechanisms and how the data have been used to improve reciprocity and mutual benefit:

MATC maintains a robust, transparent, and integrated reporting structure, as well on-going communication with allstakeholders, to ensure reciprocity and mutual benefit. A number of methodologies are used including: Continuous QualityImprovement (CQI); Lean Analysis; the Plan-Do-Check-Act (PDCA) model; focus groups; cross-functional teams; DistrictBoard meetings; Conversation and MATC Days; town hall meetings; regional and program advisory committees; studentorientation follow-up surveys; Student Government; the Strategic Planning Process; student, faculty and communitypartner perceptions surveys; formal audits; and site visits. By integrating data and information from theses varied avenuesMATC is able to manage and improve systems and processes, deliver value and achieve success; thus, ensuringsustainable, reciprocal, mutually beneficial partnerships.

A SWOT (Strength, Weakness, Opportunity, Threat) analysis conducted in 2011 as part of Strategic Planning revealedstrategic advantages, including the number and quality of MATC’s community and educational partnerships. Feedback fromcommunity dialogs, along with input from key external partners, including advisory committee members, helped shapecurrent Strategic Plan action projects and the way in which they were implemented.

Schools, departments, programs and offices (including the CESL) highly value advice obtained from Advisory Committees.Incumbent workers, program graduates, employers/ supervisors, community members, agency representatives, facultyand students serving on these committees provide invaluable professional insight related to instructional experiences,community necessity, program impact and sustainability. At the present time, MATC has more than 90 AdvisoryCommittees with 886 citizen representatives. MATC is unique as a public institution in the large number of citizens whoare involved on a regular and systematic basis in the planning, development, and review of its educational programs andpractices. The input and advice from these committees is an integral part of the strategic planning and budgeting processes.

An example of how data have been used to improve reciprocity and mutual benefit can be seen in the development of the“MATC: The Community’s College” initiative. Student, Faculty and Community Partner Perception Survey data suggestedthat MATC was not adequately maintaining relationships through regular placement of community engaged learners withour community partners. The “MATC: The Community's College” initiative was developed in response to those findings,and provided a means to strengthen and maintain sustainable partnerships through co-creation of projects. This initiativeis truly a community and co-curricular endeavor; CBO’s, businesses, community members, students and faculty co-createcommunity engaged learning opportunities that directly meet community needs while also meeting Student LearningOutcome and Core Ability training requirements of the college. This initiative alone resulted in 13 mutually beneficialcommunity engaged learning projects that involved multiple courses and community partners per project. One projectinvolving four community partners (MATC, Milwaukee Public Schools, the Black Health Coalition of Wisconsin and theCity of Milwaukee Health Department) created a Diaper Bank to meet the needs of pregnant and parenting teens. Studentsstarted by collecting money and diapers to build the Diaper Bank and a process to maintain it. Once created, the clientsserved by MATC partners, began accessing the diaper bank. This project continues to grow and expand today.


5. Are there examples of faculty scholarship associated with their outreach and partnerships activities (technicalreports, curriculum, research reports, policy reports, publications, etc.)?

Yes

Provide a minimum of five examples of faculty scholarship from as many different disciplines as possible:

• Arman Hadjinian (business) received a $50,000 grant from the Helen Bader Foundation to expand his EntrepreneurshipCenter offerings to current students, MATC alumni who now own their own businesses and area nonprofit organizations.The grant provides scholarships for students who complete service-learning projects with local nonprofits.

• George Stone and Lisa Conley (both Natural Sciences), along with James Carpentar (Economics) serve on the planningcommittee of the Sustainability Summit & Exposition (formerly the Green Energy Summit) held each spring in downtownMilwaukee. Dr. Stone has served as the Summit director since its inception in 2000 MATC is one of seven "GreenChampion" sponsors and a key participant in Summit planning and activities. Now in its 13th year, the event includesexpert speakers, panel discussions, workshops, exhibits and more related to an array of topics including energy, water, cityand government planning, business/ economic enterprise and sustainability. The Summit “has something for everyone -educators, students, government officials and businesses leaders alike. Recent attendance shows that over 2000 studentsattended the Summit, many in response to engaged learning assignments in their classes.

• J. Cody Hunnicutt (CESL Co-Coordinator) shared the development, design, implementation and tracking of the “MATC:The Community’s College” initiative at the Wisconsin Campus Compact (WiCC) annual summit. Data collected from theco-creation event, Faculty, Student and Community Partner Perception surveys, as well as from two sociology service-learning projects, were presented. The strategic planning process and communication models implemented as a result ofthe initiative were also highlighted in this scholarly presentation.

• Amy Waldman’s, coordinator of the ACCESS Program for Displaced Homemakers at Milwaukee Area Technical College,article entitled “The Changing Nature of Information Literacy in the Technical College Environment” was published in theFuture Voices in Public Service 9(2) journal. The article addressed the ways in which community and technical colleges caneffectively continue the tradition of providing the necessary tools that enable students, graduates (and communitymembers) to become information-literate citizens. The article also discussed how community/technical college libraries,libraries at local universities and local libraries can create sustained partnerships to strengthen the community.

• MATC Business Instructor, Dr. Roy Vargus, and Sociology instructor, James Cody Hunnicutt, along with 2 students,presented “Linking Courses Through Service-Learning” at the 2012 WiCC Annual Summit. The presentation highlightedhow the Introductory to Sociology course conducted a physical asset map of a neighborhood and shared their findings witha small business development class that used the data to design business plans for local businesses.

36. III. Wrap-Up

1. (Optional) Use this space to elaborate on any short-answer item(s) for which you need more space. Pleasespecify the corresponding section and item number(s).

(Section B, Institutional Commitment, question 4d and 4e – Impact on Institution and Community)

The Employee Contribution Report 2012, a survey of employee’s community service activities, demonstrated a significantlink between the college and the community. Our employees reported an estimated 56,144 total hours invested involunteerism. They registered involvements in 290 local associations; 249 churches, temples or synagogues; 104governmental units; 195 schools; and 310 non-profits as private citizens. 465 involvements in social or political causesand community events were also reported. Now a part of our Bi-Annual Review of Employees, this report publicallyillustrates and recognizes employee service contributions to the community.

The “MATC: The Community’s College” initiative capitalizes on faculty involvement in the community. Multiplecommunity partners who share a similar mission and community focus are matched with faculty members to co-create anengaged learning experience for students. Student Learning Outcomes are designed to meet not only course objectives andcommunity partner needs, but also work-related skills needed by students. The co-creation process strengthens theconnection between the student and the academic material, the student and community, and the college and thecommunity. When faculty and community partners co-design the engaged learning project, both are more invested in andconnected to the outcome. As a result, products produced are of higher quality and experiences are more meaningful.

Typically, in the Milwaukee area, institutions of higher education have focused on the quantity of partnerships and notenough on the quality and depth of the partnerships. This initiative is focused on developing deep and sustainedpartnerships within the community, including those between institutions of higher education in the same neighborhood.MATC invited Marquette University, UW-Milwaukee, Cardinal Stritch University, the Milwaukee School of Engineering,Mount Mary College and Alverno College to participate in this initiative early on so as to foster a truly collaborative, “team”approach to working within the community. This initiative has led to the creation of multiple events that included studentsfor all of these institutions. Working together, these institutions can be more successful and have an even greater impact onour shared community, student learning, faculty scholarship and partnering agencies. Originally designed to deepenpartnership relationships within a 1.5 mile radius of the downtown campus, the initiative will next be replicated at the OakCreek (fall 2014), as well as the West Allis and Mequon (fall of 2015) campuses.

37. III. Wrap-Up

2. (Optional) Is there any information that was not requested that you consider significant evidence of yourinstitution's community engagement? If so, please provide the information in this space.

MATC provides significant value to the community through multiple forms of community engaged learning. The followingdata is from all six Schools at MATC (Business, Health, Liberal Arts and Sciences, Media and Creative Arts, Pre-College,Technical and Applied Science) from the 2012-2013 academic year.

• 74 class sections identified as Practicums taught by 33 faculty to 785 students who provided 52,142 clock hours in serviceto the community.

• 292 class sections identified as Internships taught by 101 faculty to 4570 students who provided 640,760 clock hours inservice to the community.

• 282 class sections identified as Clinic Internships taught by 168 faculty to 2644 students who provided 63,500 clockhours in service to the community.

• 72 class sections identified as Apprenticeships taught by 20 faculty to 707 students who provided 67,258 clock hours inservice to the community.

• 751 classes with Service-Learning taught by 331 faculty to 11,595 students who provided 254,492 clock hours of serviceto the community.

For the above reported numbers, classes = ALL course sections offered in 2012-2013

Using the 2012 Independent Sector Value of Volunteer Time (for the State of Wisconsin, estimated at $18.00 an hour),MATC students provided 19.4 million dollars of services to the community during the 2012-2013 academic school year.

38. III. Wrap-Up

3. (Optional) Please provide any suggestions or comments you may have on the application process for the 2015Elective Community Engagement Classification.

We have three specific recommendations that we feel would make the process more applicable to two-year schools andbetter capture the breadth and depth of community engaged learning.

1. Questions could be more general in some areas and therefore, better geared toward the structure of 2-year colleges anduniversities. For example, two-year colleges and universities are less likely to have a tenure and promotion process andmore likely to use other measures for evaluation such as Administrative Evaluations, Peer Evaluations, or other contractrequirements. As written now, many sections ask for information related to the 3-tiers of evaluation, promotion and tenurehistorically used at 4-year colleges and universities – teaching, research and service.

2. Questions regarding the “economic benefit” should be expanded to include more forms of community engaged learning.Being able to document the overall financial value of service to the community is growing in importance with increasingreductions to education budgets and the need for justification of activities based upon monetary value. For example,schools could use the Independent Sector Value of Volunteer Time system, as well as, exit or graduate interviews andalumni surveys when evaluating and reporting “economic benefit”..

3. Allow opportunities to provide better and more detailed descriptions of all forms of community engaged learning thatexist on campuses. In other words, we would have preferred to capture internships/externships, field placements, clinicalrotations, apprenticeships, preceptorships, practicums, service-learning, and community service (including facultycommunity service) separately. This breakdown would allow reviewers to better understand the breadth and depth ofcommunity engagement that MATC provides students and community.

Benefits of Process Participation. Completing this self-study has benefited MATC in numerous ways. The necessary data-mining and self-reflection activities provided the CESL, MATC administrators and others involved in the process a betterpicture of our strengths and areas for improvement. We now have a useful compilation of data and a narrative that can bereadily used for improvement, planning and marketing purposes, and have developed or refined multiple processes relatedto such things as student placement, partnership tracking, data collection and interpretation, and information dissemination.In addition, we have begun to look at community engagement through a “wider lens” so as to better understand theinterconnections that exist between service-learning, internships, clinical placements, apprenticeships, and practicums, aswell as other forms of engagement, such as student work-study. And finally, the open dialogue between college entities andpartners fostered by this process has strengthened administrative and community support for the CESL and its initiatives.Collectively, we are a stronger, more engaged community that is now even more dedicated to growing and, strengtheningour presence in and service to the community.

39. Request for Permission

Please respond to A or B below:

Yes No

A. I consent to having the information provided in the application for the purposes of research. In providingthis consent, the identity of my campus will not be disclosed.

X

B. I consent to having the information provided in the application for the purposes of research. In providingthis consent, I also agree that the identity of my campus may be revealed.

X

Partnership Name Community Partner Institutional Partner PurposeLength of

Partnership

Number of

faculty

Number of

studentsGrant funding Institution Impact Community Impact

1 Office of Workforce and Economic

Development (OWED)

Milwaukee Area Workforce

Investment Board

Boys & Girls Clubs of Greater

Milwaukee

Global Entrepreneurship Collective

Water Technology Center

Goldstein Foundation

Hispanic Chamber of Commerce

Wisconsin Women’s Business

Initiative Corp

Wisconsin Economic Development

Corp

Urban Economic Development

Association

Various Community-Based

Organizations e.g. UMOS, Journey

House, Urban League etc. Latino

Entrepreneur Network, River Works

Development Corporation

Grants department, business office,

student services, faculty and

administration , MATC’s

divisions and departments in the

School of Technology and Applied

Sciences, School of Business and

Information Technology, School of

Health Services, School of Liberal

Arts and Sciences, and School of

Pre-College

The office provides leadership in

fostering economic development by

providing on-site training and

technical assistance to business,

industry and labor to implement

innovative approaches for developing

strong and enduring relationships

with business and industry partners

as well as strategies to demonstrate

how the college can effectively work

with community agencies, the

workforce system and economic

entities across the district.

Ensure that MATC is recognized by

business, the community and the

workforce system as a

leader, collaborator and the premier

provider of education and training in

the Milwaukee

Area. This will be accomplished by

developing and implementing quality

career development,

education, training, and technical

assistance initiatives in partnership

with the academic

divisions of the college and the

broader community to improve the

performance and success of

students, employees and businesses

32 Years Between 100

and 150 part-

time and full-time

faculty on a

given year

Provides

education and

training

services to

5,000 to 10,000

students on

annual basis

Trade

Adjustment/Re-

Adjustment Act

(TAA), Special

Response,

National

Emergency Grant

(NEG), and WIA

Dislocated worker

(that included

limited English

speakers,

Spanish and

Hmong). Many of

these resource

flow through the

MAWIB .

Department of

Labor,

Department of

Education,

Goldstein

Foundation and

MATC

Foundation,

Wisconsin Fast

Forward etc.

Have attracted millions of dollars in

revenues through business

outreach contracting and grant

development and FTE

development through our

customized projects. Good public

relations through the work in the

community and the private sector

Committed to and focused on the

economic development goal of

achieving a diverse and well-trained

workforce for our region. Through

close collaboration with educational

institutions, the public and private

sectors, labor, and community

organizations,

MATC provides leadership in efforts

to educate all of its citizens.

Collaborating with and contributing to

other neighborhood organizations

that focus on education, health, legal

advocacy, housing,

economic/business development,

and cultural issues to ensure a

vibrancy of the neighborhood system.

Projects that help prepare our

community transition into MATC so

they can earn a diploma, associate

degree. obtain

Certificates/Certifications

Pre College access

GED, Basic Skills, and ESL

learn new technologies.

2 Sustainability Summit Wisconsin Technical College

System, the University of Wisconsin

System, the University of Wisconsin-

Milwaukee, A.O. Smith Corporation,

Johnson Controls and S.C. Johnson

& Son, Inc. AASHE

Alliance for Water Efficiency

ASB Conference

Blue Green Alliance

Centre For Sustainability

Daily Energy Report

Energy Center of Wisconsin

Energy Efficiency Conference

Manufacturers and Businesses

Focus on Energy

Focus The Nation

GES Research

Great Lakes Renewable Energy

Association

Green Mountain Summit

Green Sports Alliance

Greenbiz.com

Growing Power

Interstate Renewable Energy Council

Interstate Renewable Energy Council

Leonardo Academy

Milwaukee Shines - City of Milwaukee

MPTV - 4th Street Forum

MREA

Natural Awakenings

Nature's Pathways

Nelson Institute for Environmental

Studies

The New North

OnMilwaukee

Physicians for Social Responsibility

(PSR)

Planet Under Pressure

Post Carbon

Various MATC schools, divisions,

and departments, student

government and student services.

The Sustainability Summit’s primary

mission is motivation and education

of

• professionals, investors and

entrepreneurs for opportunities in

clean energy and sustainable

practices

• workers-in-transition and students to

be important players in the future

workforce. Green enterprise in all of

its many aspects will be a major

component of future economic

development – in Wisconsin, the

nation and around the globe.

Much of the world is now in the early

stages of an historic transition. A

transition from economies that

accommodate far too much waste

and inefficiency and depend too

much on fossil fuels to systems that

are much more conserving, efficient

and sustainable.

The Sustainability Summit and

Exposition recognizes unprecedented

opportunities and encourages

investment and development in the

green sector. We highlight Energy,

Water, Lifestyle, Business and

Workforce.

13 Years 30 MATC plus

dozens more

from UWM and

other partners

2000 from all

colleges and

universities

No. All sponsor

supported.

MATC is the lead on this summit.

Gives faculty an opportunity to

showcase their talents and

students to interact with some of

the top people in this field. Also

has led to other partnerships for

sustainable efforts.

This Acclaimed

Professional/Academic Conference

Features:

Two days of outstanding local,

regional, national and international

speakers In-depth sessions, panel

discussions and workshops exploring

a wide range of timely topics in

energy, water and sustainability.

Exhibits showcasing products,

services and opportunities in new

wave investment, development,

education and employment

Opportunities to network with leading

industry, government, consumer and

academic experts.

Reception in exposition hall for

sponsors, exhibitors and special

guests. Special day-three events,

including off-site excursions and

workshops. 3,400 participants, 150

presenters, 68 exhibitors (2012).

Name of Institution: Milwaukee Area Technical College

II.B.3. Using the following grid, describe representative partnerships (both institutional and departmental) that

were in place during the most recent academic year (maximum 15 partnerships).

Page 1 2015 CE Partnership Grid


Partnership

Number of

faculty

Number of


3 Milwaukee Public Television WMVS and WMVT, the

noncommercial public TV stations in

Milwaukee

MATC Television and Video

Production Program

Since 1957, Milwaukee Public

Television (MPTV) has served as a

public service outreach initiative of

Milwaukee Area Technical College.

WMVS/WMVT, also known as

Channels 10&36, serves

southeastern Wisconsin and northern

Illinois with quality,

non-commercial programming.

MATC students enrolled in its

Television and Video Production

(TVP) program have the opportunity

to handle the operations of the

station and create and broadcast

student-produced programs.

Milwaukee Public Television

educates, informs, entertains, and

stimulates the imagination of adults

and children alike. We make the best

use of noncommercial media and

related services to enhance the

quality of life in our community by

encouraging people to consider

issues and explore ideas, and by

inspiring a continued sense of

wonderment. MPTV is southeastern

Wisconsin’s premiere noncommercial

media organization. The MPTV family

consists of broadcast, online, print,

outreach, and educational services

that no one else provides. MPTV is

the area’s only over-the-air source for

PBS and other national public

television programs, and offers a

diverse schedule of its own award-

winning local series and

specials, K-12 and college credit

broadcasts, and other outreach

activities that are responsive to

56 Years 3 Full-time and 5

part-time.

60 students

annually

As federally-

licensed

noncommercial

television

stations, WMVS

and WMVT,

collectively

known as

Milwaukee Public

Television, have

numerous

community

partners on many

projects and

productions.

Among those are:

the Brisco Fund,

the David & Julia

Uihlein Charitable

Foundation, the

Helen Bader

Foundation, and

the Milwaukee

Turners for

underwriting the

MPTV series 4th

STREET

FORUM; the

Greater

Milwaukee

Foundation

Ernest C. and

Florence M.

Schoke Fund,

Goodwill

Industries of

Southeastern

Wisconsin, and

the Reiman

MATC students learn hands-on

every day at MPTV, exhibiting

creativity and high skill levels.

Students are given the opportunity

to take over programming for

channel 36. The experiences

gained at MPTV not only help

students showcase their talents

during this annual production

event, but also help prepare them

for their future careers in the

industry.

According to the Nielsen Company,

the MPTV stations average more

than 640,000 viewers each week. In

2013, MPTV recorded 1.9 million

page views on our website, mptv.org.

The stations offer 216 hours of

programming

each day, 365 days a year. MPTV

Mobile and mptv.org provide “one-

stop shopping” for program listings,

information about station outreach

events, online pledging, activities and

program curriculum for teachers, and

links to archived video of MPTV and

PBS

programs. MPTV’s presence on

Facebook and Twitter enhance

interactivity with new audiences.

The stations’ blend of national,

syndicated, and locally produced

programs provides our viewers with

quality occupational, academic,

enrichment, cultural, minority, public

affairs, business, news, children’s,

entertainment,

recreation, and life-long

educational television programming.

4 Voter Registration Project UMOS and AFT Local 212 Students and faculty from the

following departments/schools

participated in the project:

Economics Department, School of

Pre-College, Math courses, Reading

courses, Communication courses,

History courses, Sociology courses,

Psychology courses, Adult Basic

Education courses and Visual Arts

and Communications courses. s Get

out the vote video product started.

Including over 30 MATC course

presentations.

Voter education is an ongoing part of

civic life at MATC. By creating an on-

going broad-based coalition, this

project become infused into the fabric

of our campus. This project allows all

segments of the community to work

together in educating people about

the issues of national, state, and

local importance, and developing

plans to get people out to vote.

15 Years 25 full and part

time instructors

520 total Get Out the Vote

Grant $1,200.00

History in the making; hundreds of

students had the opportunity to

hear and walk with one of the

greatest civil rights activists of our

time. They learned about the

importance of voting, standing up

for individual and group rights and

how to work to set your own

destiny.

300 voter registrations, 1500 early

voter informational flyers, Get out the

vote video product created for

community education. The video is

now broadcasting on MATC digital

monitors across all campuses. A

record number of Milwaukeeans

Wisconsinites voted early and on

Nov. 6th, 2012 87% Of Milwaukee's

registered voters turned out at the

polls, up from 80% in 2008.



Partnership

Number of

faculty

Number of


5 MATC Youngstar Project 4C for Children : 4C for Children is a

non-profit organization based in

Milwaukee. Founded more than 40

years ago, 4C provides resource and

referral, training, consulting and

support services to childcare

providers in a 6 county region of

Southeast Wisconsin. 4C has been

frequently recognized by the State of

Wisconsin, the City of Milwaukee,

and other organizations for its

outstanding commitment to providing

the highest quality of services to the

communities in which we work.

Early Childhood Education Program,

4 MATC Childcare Centers

Many child care providers have been

working hard to meet the rigorous

requirements of YoungStar. Under a

new agreement struck between 4C

for Children and MATC, providers

that have attended 4C for Children’s

introductory child care classes, can

now receive valid credits through

MATC for those trainings, making

those credits applicable towards

meeting their YoungStar education

requirements.

1 Year 5 full and part-

time instructors

250 childcare

teachers,

directors and

family care

providers

Wisconsin

Department of

Child and

Families;

$150,266

Students who successfully

complete 4C’s “Introduction to the

Child Care Profession” and “Skills

and Strategies for Child Care

Teachers” can receive three

credits for their work. MATC gained

new student who continued their

education and are now enrolled in

the Early Childhood Education

Associates Degree Program.

Working with 4C to ensure providers

have education and training that

prepares professionals to offer high

quality care results benefits the

young people of Wisconsin."

“This is a major win for everyone”

said Jack Common, Executive

Director at 4C, “MATC acknowledges

the high level of education that 4C

provides, and will assign college

level credits for providers that are

working hard to move their rating in

YoungStar. We are proud to partner

with MATC, and we share their

commitment to YoungStar, and to

helping increase the quality of child

care available southeastern

Wisconsin.”

There has been a great deal of

discussion about YoungStar since its

inception over a year ago. Wisconsin

now has some of the highest

standards for those providers

participating. “YoungStar is new, and

we will continue to learn how best to

serve the needs of our provider

partners," said McCommon.

"Ultimately our goal is to help remove

obstacles for child care providers.

This is a great example of how

working together, we can accomplish

that. MATC continues to demonstrate

strong leadership with partnerships 6 Driver's License Recovery Program The Center for Driver’s License

Recovery and Employability

(“Center”) is a broad public-private

partnership that includes Wisconsin

Community Services, Legal Action of

Wisconsin, Milwaukee Area

Technical College, and the City of

Milwaukee Municipal Court, Justice

2000, the Milwaukee Bar Association

Pre-College, Adult Basic Education

courses, (MATC also provides space

for the Center to run its programs)

Lack of a valid driver’s license is a

significant barrier for many

individuals, particularly persons who

are low-income and are more easily

caught in the cycle of serious legal,

financial, and social consequences

that can result from license

suspension. Driver’s license recovery

positively impacts the ability of low-

income residents to obtain and retain

employment, provide a better quality

of life for themselves and their

families, and fully participate in and

contribute to their communities. The

Center for Driver’s License Recovery

and Employability is a collaborative

effort that works to increase the

number of licensed low-income

drivers in Milwaukee County through

case management and legal

services; policy improvements to limit

license suspensions and revocations

to unsafe driving; driver's education

for low-income teens; and community

education.

7 Years 4 Full and part-

time instructors

123 MATC

students are

provided some

form of

services

through this

program

annually, 15

total students

earn

experience

through

practicum and

25 volunteer

Annie E. Casey

Foundation,

Milwaukee Bar

Association and

anonymous

donors

123 students received services,

caseworkers help connect clients

with MATC free or low cost

services they may need, such as

dental programs, clinic services,

optical services, interview skills,

resume writing and educational or

technical training. Operating out of

donated space at the Milwaukee

Area Technical College (MATC),

the Center is right across the street

from the courts and within quick

walking distance of the Department

of Motor Vehicles. Clients,

caseworkers and Center attorneys

can easily track down the

information they need and attend

court hearings without incurring the

extra time and expense for travel

around the city.

Prior to the Center’s inception, Legal

Action of Wisconsin began

representing low-income individuals

in driver’s license recovery in 1999

because community organizations

identified valid driver’s licenses as an

important employment need. Last

year 2520 individuals received

services. The Center model

integrates case management

services with legal services,

increasing the effectiveness and

efficiency of the license recovery

process. The Center is a model

public-private partnership that

combines the strengths and

resources of multiple agencies into a

stronger single entity. The Center

works closely with Legal Action of

Wisconsin's Volunteer Lawyers

Project to recruit and train volunteer

lawyers to meet with Milwaukee

County residents at community

events to provide advice on the

necessary steps to reinstate revoked

or suspended driver's licenses. The

VLP provides training and materials.



Partnership

Number of

faculty

Number of


7 WAT Program Boys & Girls Clubs of Milwaukee,

Compo Steel Products, Kickhaeffer

Manufacturing Company, Kinetic

Company and Regal Beloit

Corporation

School of Technical & Applied

Sciences (Welding), School of

Business (computer courses), School

of LAS (Early Childhood Education)

and School of Pre-College

Boys & Girls Clubs of Milwaukee -

This project will prepare 86 group

leaders and 17 assistant group

leaders from Milwaukee-area child

care centers receive the increased

knowledge and skills required to

meet the new State of Wisconsin's

Department of Children and Family's

"YoungStar" Quality Rating and

Improvement System. Compo Steel

Products – MATC will provide 208

hours of welding training to 24

production employees at this

Milwaukee-based fabricator and

contract manufacturer serving the

agriculture, recreational vehicle,

construction equipment and

transportation industries. This training

will enable welders to meet new

customer specification requirements.

Kickhaeffer Manufacturing Company

– MATC will deliver beginning,

intermediate and advanced Excel

courses to 30 employees across

eight areas of the manufacturing

support areas at this Port

Washington company. Kinetic

Company – MATC will deliver 142

hours of training to employees at

Kinetic Company. Regal Beloit

Corporation – MATC will help the

Grafton-based company establish its

culture of high energy teams with

strong integrity. As many as 102

employees will participate in these

professional development

opportunities that empower them to

work in teams that exemplify

inclusion and respect for all while

8 Years 23 full and part-

time instructors

304 from 5

different

organizations

Workforce

Advancement

Training Grants

totaling $221,322

WAT grants are designed to help

promote increased investment in

the development of incumbent

workers, improve Wisconsin

business productivity and

competitiveness, augment the

state's economic base, and expand

technical college training services

to business and industry.

Boys & Girls Clubs of Milwaukee - 86

group leaders and 17 assistant group

leaders trained, Compo Steel

Products – 24 people completed 208

hours of welding training, Kickhaeffer

Manufacturing Company – 30

employees received beginning,

intermediate and advanced Excel

courses training across eight areas of

manufacturing support areas. Kinetic

Company – 24 employees received

142 hours of basic and advanced

production skills. Regal Beloit

Corporation - 102 employees

received professional development

training to empower them to work in

teams that exemplify inclusion and

respect while fostering high

performance.

8 Volunteer Income Tax Assistance

(VITA)

Internal Revenue Service Wisconsin

Department of Revenue, and multiple

Milwaukee based CBO's and

individuals from the community: The

IRS provides software, training

materials, oversight, advice; WI

Dept. of Revenue provides materials

and staff; the school provides the

physical resources.

Current and former MATC

Accounting students

MATC Accounting Faculty: MATC in

a very positive light. MATC provides

space for the program - rooms for the

service and training; equipment -

computers and printers; supplies -

paper and toner. Est. $10,000

Taxpayers with a family income of

$52,000 or less are eligible for free

help preparing their basic personal

income tax returns. Tax returns are e-

filed to ensure speed and accuracy.

The IRS provides software, training

materials, oversight, advice; WI

Dept. of Revenue provides materials

and staff; the school provides the

physical resources. Volunteers must

attain IRS certification; Volunteer

coordinator serves as a liaison with

the IRS and WI Dept. of Revenue;

Software tracks the number of returns

and dollar amount of refunds

generated. The program heightens

awareness of Wisconsin’s

Homestead Credit; federal and state

education credits; and the Earned

Income Credit, an often overlooked

federal tax break for low-income

working people who are raising

children in their homes.

32 Years 5 Full and part-

time instructors

27 current and

former students

NA "Volunteerism" becomes an

integral part of the culture of the

entire school; The Accounting

Department emphasizes the

practical skills of completion of tax

forms in the curriculum; MATC is

featured in various public-service

ads, including print, online, radio,

and TV; The program provides a

model of the concept and spirit of

volunteerism; Many people see

Free service is provided to low-

income taxpayers - including elderly,

handicapped, students, and

unemployed taxpayers; For 2013 -

400 returns were e-filed saving

taxpayers approximately $72,000 in

filing fees and generating refunds of

$673,000.



Partnership

Number of

faculty

Number of


9 OTA in Action Milwaukee Public School's nine) Occupational Therapy Assistant

Program

During the Fall semester of 2012,

seventeen third semester

Occupational Therapy Assistant

students collaborated with nine

elementary schools. The OTA

students developed service-learning

projects for children diagnosed with a

variety of disabilities, such as Autism

(most prevalent), Down Syndrome,

Fragile X, Cerebral Palsy,

Developmental Delays, Emotional

Behavioral Disorders, Attention

Deficit Hyperactivity Disorder,

Shaken Baby Syndrome, Traumatic

Brain Injury and Anxiety Disorder.

The projects included: developing a

variety of sensory boards to facilitate

object and letter recognition, learning

fine motor and sensory skills related

to handwriting, movement and

language activities. In addition, one

team of OTA students developed a

sensory integration pamphlet for

parents.

10 Years 5 full and part-

time instructors

37 OTA

students

NA The project identified by the school

system Occupational Therapist is

discussed with the OTA students

(working in teams of two). OTA

students problem solve how this

project should be created based on

the needs of the student

population. In many cases the

project requires a significant

amount of problem solving skills,

media skills, and creativity. Each

project requires a minimum of

fifteen hours above the sixteen

hours spent in the clinical

experience. The total hours

devoted to this service-learning

project is approximately 150 hours

for the semester. Often, students

spend more time on the projects.

68 parents and38 children received

sensory boards to facilitate object

and letter recognition, learning fine

motor and sensory skills related to

handwriting, movement and language

activities. In addition, one team of

OTA students developed a sensory

integration pamphlet for the parents.

Students complete and present (to

the partnering agency) a PowerPoint

presentation of the process from

beginning to end taking pictures as

the project is developed. The

presentations identify the school, the

population served (diagnostic), age

group(s), purpose of the project and

its intended use, learning needs

served by the project, step-by-step

project development to completion,

supplies needed as well as the cost

of project.

OTA students have consistently

developed functional, practical and

creative items that school-based

OT’s, students, children, and parents

find meaningful.

10 ECAM - Heavy Metal Tours The West Allis West/Milwaukee

Chamber of Commerce, West Allis-

West Milwaukee School District,

South Suburban Chamber of

Commerce and the South Shore high

school consortium including Cudahy,

St. Francis, Oak Creek high schools.

The companies involved are Cooper

Power Systems, Joy Global, Inc.,

Harley-Davidson, Monarch

Corporation; Allis Tool & Machine

Corporation; Allis-Roller, LLC;, Nucor

Corporation, Poblocki Sign Company,

Super Steel Inc., Busch Precision,

Krones Inc., National Industries,

Caterpillar, Iverson & Company,

Walter Tool, TDMAW, and Quad

Graphics.

Energy Conservation and Advanced

Manufacturing (ECAM) is a $9

million, 34,000-square-foot facility

which is home to many educational

and training opportunities. ECAM

hosts learning laboratories in

advanced manufacturing,

manufacturing welding, advanced

software, energy solutions, HVAC

digital controls and HVAC computers.

The West Allis West/Milwaukee

Chamber of Commerce and West

Allis-West Milwaukee School District,

local manufacturers and Milwaukee

Area Technical College are joining

forces to raise the awareness of

middle and high school students,

their parents, job seekers and the

community about careers and

opportunities in manufacturing.

Participants will tour ECAM, talk with

manufacturers, and experience

working with computerized equipment

and robotics. They will learn about

the growing number of career options

in the manufacturing sector as well

as training opportunities for those

jobs. The chambers of commerce,

companies and the school districts

are an integral part of the planning

process.

2 Years 12 Full and Part-

time faculty

225 from

MATC and

local high

schools

NA The college benefits through

exposing potential students,

parents and the community to the

skilled manufacturing programs

offered at MATC. Also, it aids in

changing the perception of

manufacturing in the minds of

parents and students. The

companies involved provide $500

each to participate in the event and

contribute to the MATC

Scholarship fund.

450 Middle school and high school

students worked with 75 MATC

students in hands on manufacturing

projects. The community benefits

through an increase in skilled

workers available for hire which

results in more tax revenue through

wages and purchases. Also, the

objective is to change the perception

of manufacturing which helps to

close the skills gap. MATC students

put in over 1500 hours on this

project. In addition, the event

provides scholarships to students for

careers in manufacturing. MATC paid

$562 for bus to transport students to

ECAM

11 Vicom YouTube Project Milwaukee Arts Board and the MATC

Center for Engaged and Service-

Learning

MATC School of Visual Arts and

Communications Classes

The Visual Communications

YouTube Project engages students

to produce short videos for

community and college clients. The

videos are uploaded to the College's

YouTube Channel. The project

provides free video marketing/public

service messages to community

partners to highlight programs or

spread important messages.


time faculty

40 MATC

Vicom

Students

NA Projects are entirely student

driven; applications are distributed

to the community and students

choose the topic from the

applications or find a client on their

own. By working with actual

clients, students are learn The

videos are uploaded to YouTube

by the College Communications

department. Partners are

encouraged to use social networks

to promote "views" - prizes are

given to students with the most

views.

4313 individuals were served through

the 40 videos which were created to

promote client programs. Students

performed over 1300 hours of service

creating the videos for community

partners: 3 Economic Opportunities

were highlighted, 11 videos created

which featured local arts, culture and

diversity, 4 videos focused on

environmental issues, 6 videos

addressed Health issues and 16

videos covered service-learning

experiences with the community.



Partnership

Number of

faculty

Number of


12 MATC The Community's College Marquette University, University of

Wisconsin Milwaukee, Cardinal

Stritch, Milwaukee School of

Engineering and 38 Community

Based Organizations

School of Business, School of

Health, School of Liberal Arts and

Sciences, School of Media and

Creative Arts, School of Technical

and Applied Sciences and School of

Pre-College (across all divisions,

departments and programs).

MATC: The Community’s College

Initiative capitalizes on faculty

involvement in the community.

Through a Co-Creation process

multiple community partners who

share a similar mission and

community focus are matched with

faculty members to co-create an

engaged learning experience for

students where learning outcomes

are designed to meet course

objectives, community partner needs

and work based skills for the student.

This co-creation process strengthens

the connection between the student

and the academic material, the

student and the community and the

college and the community. When

faculty and community partners co-

design the engaged learning project,

both are more invested and

connected in the outcome resulting in

strengthened and sustained

partnerships between the college and


time faculty

3120 from 80

different

courses

MATC Provost

Innovation Grant

Through a Co-Creation process 25

multiple community partners were

matched with 101 faculty members

to co-create community engaged

learning experience for over 3000

students.

38 Community Based Organizations

participated in the co-created process

and strengthened the connection

between the student and the

academic material, the student and

the community and the college and

the community. Through this process

faculty and community partners are

equally invested and connected in

the outcome resulting in

strengthened and sustained

partnerships between the college and

the community.

13 Institutionalized Individuals

Partnership

Milwaukee County Jail, House of

Corrections, Day Reporting…..

School of Pre-College The growing U.S. prison population is

overrepresented by people who come

from backgrounds marked by poverty

and a lack of education. The growing

U.S. prison population is

overrepresented by people who come

from backgrounds marked by poverty

and a lack of education. Inmates who

are released from prison face

significant challenges that must be

addressed if they are to remain out of

prison. One of the first requirements

for a successful transition is

obtaining employment. Ex-inmates

face several obstacles when

searching for employment, which

include: (1) lack of adequate

education; (2) being prohibited by law

from working in specific types of jobs,

such as government employment and

certain occupations that require

professional licensing; (3) inadequate

“soft” skills, such as punctuality or

customer relations; (4) limited work

experience or shortage of vocational

skills; (5) substance abuse and other

physical and/or mental health

problems; and (6) the loss of a social

network that could help them find

jobs. Correctional education reduces

recidivism and benefits the

community and its taxpayers. MATC

offer a broad range of academic and

vocational degree and certificate

programs that are ideal for meeting

the unique needs of the incarcerated

population.

20 Years 3 Full-time

faculty

175 students Adult Education

and Family

Literacy Grant

($82,241.00)

Many of the 175 students served

annually through this program are

released within 4-6 months and

enroll in MATC GED and HSED

Programs.

175 incarcerated adults learn basic

skills, prepare and test for their GED



Partnership

Number of

faculty

Number of


14 Wine and Dine Event Milwaukee Journal Sentinel, 19 local

restaurants, renowned Milwaukee

chef and author Sandy D'Amato,

Potawatomi Bingo Casino, Froedert

Hospital and Superior Equipment &

Supply Co.

MATC culinary, baking and pastry

arts, and hospitality programs

The proceeds benefit Feeding

America Eastern Wisconsin, and the

MATC Culinary & Baking Scholarship

Fund

5 years 8 Full and part-

time faculty

39 Students NA Wine & Dine is Milwaukee's

premier culinary event, MATC

culinary, baking and pastry arts,

and hospitality students and faculty

were among the most visible,

demonstrating and showcasing

their skills and assisting with the

event. MATC students and faculty

were very active during the two

days Milwaukee Area Technical

College conduct hands-on

cooking instruction for about 20

participants four times a day. IN

addition, MATC culinary students

prepare a breakfast of the chefs'

recipes. Wine & Dine typically

draws as many as 8,000 people.

The experience of MATC students

at Wine & Dine goes beyond their

work as chefs, cooks, pastry artists

and helping event staff plan and

execute the two-day schedule. It

also includes gaining industry

contacts and networking with

career professionals.

MATC students were front and

center at the event, demonstrating

the kind of professionals they will

become," The hospitality industry

needs them, says Ed Lump,

president and CEO of the

Wisconsin Restaurant Association.

"The industry is expanding," Lump

said. "There is a constant demand

for restaurant managers, chefs,

cooks and specialty bakers. MATC

is turning out talented

professionals who are addressing

diverse industry needs.

Wine & Dine typically draws as many

as 8,000 people. The experience of

MATC students at Wine & Dine goes

beyond their work as chefs, cooks,

pastry artists and helping event staff

plan and execute the two-day

schedule. It also includes gaining

industry contacts and networking with

career professionals.

MATC students were front and center

at the event, demonstrating the kind

of professionals they will become,"

The hospitality industry needs them,

says Ed Lump, president and CEO of

the Wisconsin Restaurant

Association. "The industry is

expanding," Lump said. "There is a

constant demand for restaurant

managers, chefs, cooks and

specialty bakers. MATC is turning out

talented professionals who are

addressing diverse industry needs.

15 MATC Dental Days Wisconsin Dental Association,

Milwaukee's Head Start Program,

Waukesha County Technical

College, Marquette Dental School

and Discovery World

MATC School of Health; Dental

Assistant Program and Dental

Hygiene Program

Fun and educational oral health

activities day. Provide free dental

exams for students participating in

the Milwaukee Head Start Programs

11 years 13Full and part-

time faculty

65 Students NA 65 Dental students provided 5362

hours of service and worked for

several weeks planning their own

teaching projects and visual

projects for the event. Dental

students learn new skills and

master those learned in previous

semesters. MATC Core Abilities

and Dental Program learning

outcomes are enhanced through

participation. Participation in

events like Dental Day supports

the MATC mission to provide

quality educational opportunities

for our community by collaborating

with community partners.

2100 children and family members

(from underserved population area)

received quality dental care and

dental education. Donating $250,880

in free dental service to Milwaukee

underserved and disadvantaged

children.


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