Retreat Meeting Agenda - Northwestern Michigan College 0116-17... · 1701 East Front Street...

1701 East Front Street Traverse City, MI 49686

(231) 995-1010 [email protected]

Board of Trustees www.nmc.edu/trustees

Retreat Meeting Agenda

January 16-17, 2014 Chateau Chantal

15900 Rue de Vin, Traverse City, MI Thursday, January 16 12:00 p.m. Lunch 12:30 p.m. Meeting 5:30 p.m. Dinner Friday, January 17 8:30 a.m. Breakfast 9:00 a.m. Meeting 12:00 p.m. Anticipated Adjournment followed by lunch

I. GENERAL BUSINESS A. Call to Order B. Roll Call C. Review and of Agenda and approval of additions, deletions, or rearrangements

II. PUBLIC INPUT

III. DISCUSSION ITEMS – NO ACTION WILL BE TAKEN

D. Doing Board Business E. Board Level Strategic Goals Updates F. Master Plan and Capital Projects G. Outstanding Responses to Questions from Board Meetings H. Resource Development and Request for Foundation Support—Board Priorities I. Manufacturing Support Discussion J. Competency Based Education and Standards of Learning K. Models for New Product Development in Portfolio A and B

IV. ADJOURNMENT

Northwestern Michigan College provides lifelong learning opportunities to our communities.

FY’14 NMC Board of Trustees Level Strategic Goals 1 | P a g e

©Northwestern Michigan College

Version: Mid Year Check on BOT Level Goals adopted 10-30-2013 (date 20140103) = On track; = Making progress; target timeframe may need revision; = Off track; lacking progress

STRATEGIC GOALS METRICS/TARGETS Review Learner Success (SD1, IE1, IE2, IE3) B1. NMC will improve learner success in

terms of persistence and completion. B1 1. Incubate and accelerate, as determined, impactful practices identified and/or designed by

the “Redesigning the Learning Experience” and “Enhancing Developmental Education” AQIP Action Projects. B1_T1

2. By June 2014, establish plan to align NMC and TCAPS English and math curricula B1_T2 3. By December 2013, implement an advising program by which every NMC degree-seeking

student connects with an advisor every semester. B1_T3 4. By December 2014, create and implement a cross-functional coordinated retention plan

B1_T4 5. By December 2014, conduct a learner needs assessment to evaluate impact of childcare

needs on persistence and completion; and analyze options for mitigating the need for childcare as a potential barrier to persistence and completion B1_T5

BOT-Level Metrics 2013-2014 (version 20140103-MidYear) Learner Success B1. NMC will improve learner success in terms of student persistence and completion.

Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 Target*

1 College-level Course Persistence (all grades-Ws)/(all grades) 90.9% 90.7% 92.3% 91.4% ↓ 92.0% 2 College-level Course Enrollee Success Rate (2.0 and above)/(all grades) 77.2% 77.6% 78.5% 78.9% ↑ 78.3% 3 College-level Course Completer Success (2.0 and above)/all grades - Ws) 84.9% 85.6% 85.0% 86.4% ↑ 87.1% 4 Fall to spring persistence (all currently enrolled less dual enrolled, grads) 76.3% 75.9% 75.8% ↔ tbd 77.0% 5 Retention Plan: Fall to fall persistence (all currently enrolled less dual enrolled, grads, transfer) 57.9% 57.6% 57.8% ↑ tbd 60.0% *Note: Targets for 1 through 3 above set 10 3-year average of peers at 75 percentile; Target 4 set at 3-year average of peers at 90th percentile. Source: NCCBP.

Not at target, moving wrong direction

Not at target, moving in right direction

At or above target



Board Goal 1, Target 1: By June 2014, incubate and accelerate, as determined, impactful practices identified and/or designed by the "Refining the Learning Experience" and "Enhancing Developmental Education" AQIP Action Projects. (SS)

January 3, 2014 Learning Experiences Project Update:

This action project was chartered September 1, 2012 with the following declarations:

In designing the 21st century learning experience NMC will: • Improve course completion rates • Improve enrollee success rates • Improve completer success rates • Improve General Education Outcome success • Expand our learning experience to include inter-cultural and/or global opportunities that engage and challenge our students

In order to achieve the goals of this project, NMC will improve the following learning processes:

• Increase use of active learning styles, ensuring that our students are engaged in their learning process. This will include development of additional ways for our students to participate in their learning experience through the use of learning resources beyond the classroom.

• Identify as early as possible students who are absent and the reasons for their absence, then offer timely assistance and meaningful follow-up • Strengthen our advising program to assist each student in planning and progressing through the most logical and efficient course sequence to

achieve their academic goals. • Provide learning feedback to our students earlier and more often in each semester.

The Vice President for Educational Services recruited four senior faculty members to address this Action Project, Jean Rokos (Health Occupations Academic Area Chair), Jim Press (team co-chair and Humanities Academic Area Chair) and Keith Overbaugh (team co-chair and Science and Mathematics Academic Area Chair). The team added Mark DeLonge from Educational Media Technologies. During the first year of the project the Office of Research, Planning and Effectiveness (ORPE) provided information on student completion and success rates. Since there was a separate AQIP team addressing Developmental Education, this team focused on college-level course success. As students in the 100 level courses are at greatest risk of not being successful, as well as the largest part of the NMC student body, the decision was made to concentrate on these courses. Strategies were developed to introduce the team goals with recommendations for implementation to the following responsible departments and professional groups.



Faculty/Educational Services and Instructional Management Team 1. Professional development day in October, 2012 featured introductions to active learning. This is a technique that puts more responsibility for

learning on the learner. With active learning, the learner cannot be a passive recipient. 2. Midyear opening conference featured two breakout sessions demonstrating active learning in a flipped class room, and group activities. 3. This fall, faculty were asked to contact any student that is absent during the first two weeks of class. It has been shown that encouragement by

instructors can improve attendance and student success. 4. Research has shown that students must be given a graded assignment or get some other form of their comprehension of the course material in the

first two weeks of the semester. If this is not done, they often don't know that their comprehension of the subject is not at an acceptable level. This "early warning system" gives the learner more time to make critical changes in study and work habits, increasing probability of success.

5. This fall, faculty were surveyed after the third week of classes to determine level of participation by faculty in contacting absent students and providing assessment in the first two weeks. The results showed nearly all faculty had participated. Those that did not return graded assignments have been asked to plan on participating in their next semester.

6. Project co-chairs met with all area chairs to offer help for their faculty through release time for faculty with high student success rate to act as mentors for other faculty that may be struggling and professional development activities for regular and adjunct faculty.

Educational Media Technologies 1. Now offers weekly "office hours" to help faculty to learn and develop more resources to aid their students through technology. 2. Designed four active learning class rooms that came online in time for demonstration to faculty at the October, 2013 meeting. Additional active

learning classrooms are in the planning process 3. Is fostering active learning activities across academic areas 4. Designed, with the Center for Instructional Excellence (CIE), an online resource for all faculty (http://teaching.nmc.edu/), providing easy access

to resources and idea blogs, ready fall 2013 and demonstrated at fall opening conference. This has become a valuable resource for instructors as they share their classroom experiences in improving student success.

Curriculum Committee 1. Is coordinating stronger infusion of general education outcomes into appropriate courses and making outcomes data more useful at the course

level. 2. Assessment processes have been expanded so that more student work is assessed. Advising Advisory Board 1. Recognizes helping students plan their educational pathway will improve student and help them complete their degree. To meet this end advising

software (Degree Works) was purchased and is currently being integrated into our records system to allow all advisers to help any student stay on track as well as track their progress mile stones. The user version is called M.A.P (My Academic Plan).

http://teaching.nmc.edu/



2. The January 2014 professional development session will introduce and orient advisors in using M.A.P. Office of Research, Planning and Effectiveness 1. Beginning this semester, a weekly withdrawal survey is sent to those withdrawing from a class for us to understand why and to see whether we

could make improvements in order to impact future student behavior. 2. Conducted Community College Survey of Student Engagement (CCSSE) during spring 2013. This was done to provide NMC with benchmarks

for various areas of student engagement, as well as make a comparison of NMC students with a cohort of students from similar size schools.

Center for Instructional Excellence 1. Has been supportive by including the AQIP initiatives in all faculty professional development session and Friday forums since fall of 2012. 2. Provides professional development through online seminars and local and national conferences. Outreach Services 1. Jim Bensley has worked with ESIMT to develop a process for students to earn a global endorsement for their degrees and certificates. The

endorsement is earned by accumulating credits or points for work that combines travel abroad, work for international corporations, academic work in courses that include international objectives and attending events with an international focus.

Metrics and Results so Far: We set our first goal for NMC student success to be at or above the 75th percentile of our peer institutions for the following categories:

• College-level Course Completion Rate (Percent of students completing a course with any grade other than W) • College-level Course Enrollee Success Rate (of all students that began a course, the percentage achieving a 2.0 or better grade) • College-level Course Completer Success Rate (of all students that completed the course, the percentage of those receiving a 2.0 or better

grade)

Fall 2010

Fall 2011

Fall 2012

Fall 2013

Fall 2014 Target*

College-level Course Persistence (all grades-Ws)/(all grades) 90.9% 90.7% 92.3% 91.4% ↓ 92.0% College-level Course Enrollee Success Rate (2.0 and above)/(all grades) 77.2% 77.6% 78.5% 78.9% ↑ 78.3% College-level Course Completer Success (2.0 and above)/all grades - Ws) 84.9% 85.6% 85.0% 86.4% ↑ 87.1%



The data shows that we declined in the first measure but made progress in the second two measures. Our work with surveying students who withdraw from classes is an effort to address the first measure. Remaining Challenges: 1. In dealing with student absenteeism, a few instructors are reluctant to contact absent students. They believe that our students are adults, can make

their own choices and accept the consequences, as a lesson in responsibility. To counter this view, the action team has stressed that many NMC students fall into two large groups. The first are students direct from high school that lack maturity and attend NMC until they learn study skills to attend a university. The second are older students that may be first generation college students who must learn the “college culture” and skills to make them successful. Success in this action plan means that the academic chairs must reinforce the team’s recommendation to contact absent students early.

2. Many faculty have embraced the concept of active learning. Thanks to the Center for Instructional Excellence, we have a respected group of peer faculty that continue to offer learning opportunities and professional development activities top reinforce the values of the practice.

3. Our new academic advising system, My Academic Plan (MAP) is not yet operational. Appropriate student guidance will reduce time and financial aid wasted by students “exploring” career options by enrolling in a course that sounds interesting, but will not be of any value to their degree goal. MAP will allow advisers to monitor students as they “self-advise”.

Planning For 2014-2015: The current team is planning to pass on responsibility for maintaining momentum in the areas addressed by team to the following groups: • Educational Services Instructional Management Team

Will continue maintain attention by faculty on early assessment and absent students. Continue to encourage faculty with high levels of student retention and success to mentor new and struggling adjunct and regular faculty. Continue to work with Student Services Outreach add global endorsements to options students can pursue to increase the value of NMC credentials.

• Curriculum Committee

With the help of ORPE, will continue to research the most effective and efficient ways to monitor general education outcomes and encourage participation in a wider variety of courses to add general education outcomes to their course outlines.

• Center for Instructional Excellence

Will continue to provide opportunities for faculty to add to their skill sets with up to date professional development opportunities, ranging from on campus activities and support for state and national conferences. The director of CIE will assume leadership role after the AQIP team has completed its charge.



• Advising Advisory Board Will monitor and adjust use of Degree Works in student satisfaction with scheduling and completing degree milestones, as well advisor satisfaction with ability to assist students reach their education goals.

• Office of Research Planning and Effectiveness

Continue Withdrawal Survey and provide information to ESIMT to address common reasons that are under NMC control. Provide data related to course completion, enrollee success, and completer success rate to Educational services for necessary action.

• Educational Media Technologies Will continue to support active learning activities across the campus and assist faculty in exploring active learning to keep students engaged in the learning process.

Developmental Education Project Update:

As stated in our Declaration and our A3, our project goal is “to improve learner success and completion rates in developmental education coursework and success and completion in the subsequent college-level courses.” Our committee of 15 members (8 English and Math faculty, 4 Student Support Services Staff, 2 Vice Presidents, and the Director of Research) met biweekly throughout the 2012-13 academic year and has continued regular meetings this Fall 2013 semester (monthly full group meetings and multiple English and Math sub-committee meetings). Where we have been: Last December, we informed you of key developmental education initiatives already in place aimed at improving Developmental Education success rates:

• 80% mastery rule in developmental math and English courses—to strengthen competency in coursework by requiring students to score a minimum of 80% in multiple aspects of the course (e.g., all exams, attendance, all papers) in order to pass the course

• PowerPath screening of ENG 97 students--to identify issues (e.g., visual stress syndrome) that can impact reading/test-taking and provide students with strategies/self-awareness that can help them address these issues as they arise in classes

• use of OnCourse in our ENG 107 student success course--to develop non-cognitive skills and personal accountability/grit New Pilots Launched: Last year, we also explained two important developmental math pilots:

1. a one-week developmental Math placement boot camp before the start of the semester –an acceleration initiative intended as an intensive Math skills refresher to help students score higher on their Compass placement test, and so place into a higher-level math course (launched Spring 2013)

2. a modularized developmental math “Redesign” course – to provide a self-paced, “flipped” lab alternative to our traditional developmental math course sequence so students could work through math units—as fast or slow as needed—with individualized faculty support from two veteran full-time Math instructors (launched Fall 2013)



Beyond these initiatives, we also began the work of systematically analyzing our developmental Math and English completion and success data (baseline, target metrics, yearly rates), in order to help us evaluate the effectiveness of curriculum and initiatives, so to improve for the future. Progress Made: In the past year, with ORPE’s support, we have begun to scrutinize data for our developmental education students in new ways (e.g., examining institutional pipeline stats tracking students through our developmental curriculum into our first-year/credit-bearing courses; focusing on demographic cohorts in a newly created digital dashboard). Moreover, based on the aforementioned initiatives, we have accomplished the following:

• Shifted the actual PowerPath screening out of ENG 97 and into the Student Success Center, so that ENG 97 faculty can spend more class time following up with students on their screening results, and so that—moving forward—any student (beyond ENG 97) can be referred to the Student Success Center by faculty or staff for PowerPath screening

• Scaled up OnCourse beyond ENG 107 by doing the following: o providing intensive OnCourse training to over 30 faculty and staff (in a 3-day June 2013 workshop), so to create a stronger campus

culture that maximizes students’ non-cognitive skills (e.g., grit) that research has demonstrated is critical for student success, beyond academic content

o creating ENG 107 cohorts in specific populations beyond ENG 97 (e.g, Bridge students, including military veterans; conditional admit students; dual-enrolled students)

• Completed two cycles of our Math placement bootcamp which gives us baseline data to continue and improve it for the future • moving forward, we see Math bootcamp as not only an acceleration placement initiative, but also as a valuable skills “booster”

• Completed the first semester of our math Redesign course, offered in two sections this past Fall 2013, which we will continue in Spring 2014 • Continued to reassess and improve the application of the 80% mastery rule

Looking Forward: In the final semester of this 2-year Action Project, we will monitor existing developmental education initiatives and continue work begun in Fall 2013 on the following:

• Fall 2014 MTH 08/23 and 23/111 compressed combination course pilot – These are double-time, one-semester accelerated courses intended to move students through two developmental math courses within one traditional semester of face-to-face instruction. (Students would meet 4 days a week for one semester--instead of meeting twice a week for MTH 08 in one semester and twice a week for MTH 23 in a subsequent semester.)

• Prepare pilot to modularize MTH 08, 23, and 111 (in Spring 2015) – These courses may all be split into half-semester courses or modules (each worth 2 credits), in order to minimize repetition of an entire semester (for a student who does not pass a traditional 15-week class) and so move students more efficiently through the Developmental Math pipeline.



• Explore multiple-measure placement pilot for English – This pilot seeks to evaluate the accuracy of our current English placement model based solely on standardized test scores (Compass, ACT) and investigate the broader trend of using multiple measures (test scores, high school transcripts, writing sample, etc.) to place students more accurately.

Finally, we will continue to explore new practices that come to our attention through literature or attendance at conferences (in Developmental Education, English/Math, or student success).

Board Goal 1, Target 2: By June 2014, establish a plan to align NMC and TCAPS English and Mathematics curriculum. (SS)

Our faculty in the English and Mathematics Departments have worked with their TCAPS counterparts to review our common curricula and determine where we can align our coursework. In the case of English, the state requirements for English 12 makes it unsuitable for alignment. Rather the Advanced Placement English Language course is the equivalent for our ENG 111 and TCAPS students who score at least a three on the AP test will be awarded credit for our ENG 111 course. In addition to this curriculum alignment, the English Department and Center for Student Success staff have engaged with TCAPS and TBAISD teachers to provide them professional development to strengthen the high school curriculum to better ensure our area high school seniors are college ready.

Below you will find a short description of these alignment efforts with educators at TCAPS and other area schools.

• This academic year, Nancy Gray, faculty member and critical reading specialist, is offering three workshops for TCAPS high school teachers. The sessions have focused on critical reading instruction and strategies for improving high school students’ college readiness. This series continues from the last academic year.

The first two workshops took place on October 10 and November 14 this year with a total of 42 teachers participating. The workshops emphasized effective strategies for teaching reading to the least prepared high school students; enhancing the teaching of critical analysis in the high school’s overall reading curriculum has been an additional important goal. Nancy is currently in the planning phase of a workshop for Special Education teachers to guide them as they work to advise students coming to NMC. This workshop will include presentations from Ashley Horak in Student Services and Leanne Baumeler in Disability Services. Agenda items will include an overview of NMC’s student support services, the Bridge curriculum, and Developmental English curricula and sequence.

• The English Department is also collaborating with TBA-ISD through its Secondary Literacy Collaborative in working to better prepare high school students for the demands of college-level reading and writing.

The first two sessions were well received by the high school teachers in attendance. Twenty-five to thirty educators from around the region participated in each session.



Sessions and Dates:

October 1, 2013: Writing Argument Led by Judy Chu and Melissa Sprenkle, NMC Writing Faculty

November 6, 2013: Locating and Evaluating Sources Led by Janet Lively, NMC Writing Faculty and Ann Geht, NMC Librarian

UPCOMING

February 19, 2014: Writing and the Invention Process Led by Deirdre Mahoney, NMC Writing Faculty

To date, TCAPS faculty attendance has been light, but enhanced communication efforts in early January 2014 may help improve the situation. Deirdre Mahoney is leading this communication effort.

The department will also continue to gauge interest in repeating the sessions listed above this summer (in a condensed format). If teachers from area schools show interest, NMC faculty and staff will gladly offer additional outreach and support.

In the case of Mathematics, the faculty at NMC and TCAPS have reviewed the high school Algebra I and Algebra II courses and our MTH 23 Beginning Algebra and MTH 111 Intermediate Algebra courses and have determined that if students successfully learn the outcomes in Algebra II, then they should be able to place out of MTH 111 course and place into at least MTH 121 College Algebra. In short Algebra II and MTH 111 are aligned. In their review of the Math curriculum in more detail, our Math Department determined the following findings.

We discussed some of the results of our meeting last year, including:

After reviewing some of the sample finals we gave TCAPS, the high school Math teachers found that our curricula were well aligned. They noted that they need to emphasize more use of vocabulary in the earlier classes.

1. The state of Michigan requirements for Algebra I do map well into our MTH 23, Beginning Algebra. This means either MTH 23 or Algebra I should meet the pre-requisites for Algebra II or MTH 111, Intermediate Algebra.

2. The state of Michigan requirements for Algebra II is a superset of our content in MTH 111, making successful completers of either course equally pre-pared for College Algebra, MTH 121.



3. We are currently waiting for data from Office of Research, Planning and Effectiveness to assess COMPASS placement of TCAPS completers of Algebra II.

4. We have adjusted our math placement to take the better score of ACT and COMPASS, as many students were hesitant to take COMPASS, fearing they would get a worse score than their ACT, even though the ACT was taken before all their high school Math education was done. Hopefully, this along with communicating to the student to contact the Math Department about any placement questions will provide the student with a more successful placement.

We also shared the progress of their students in our dual-enrolled classes (Mostly, second year calculus students). We also discussed improving the logistical situation of our classes taught at West Senior High School. This included such things as having pre-semester meetings to get situated, getting keys for the classroom, avoiding distractions and getting set up with the technology needed.

We discussed what calculators and other technologies their students are using and what they will use when they come to NMC. We do use different versions of graphing calculators now, but determined that it will not be an issue as the capabilities are similar.

We also decided to align our cut off score for accepting Advanced Placement Statistics to 3 from 4. This is more consistent with the rest of the state. It will allow more TCAPS students to get credit for our MTH 131.

We discussed some of their issues, including:

• How their boot camp is working for their seniors. We have encouraged them to integrate COMPASS testing at the end of their course, but as of now, it is still optional. We will try harder to give each student in those classes the feedback as to where they would place after completing the boot camp course.

• The challenges of improving instruction for their lower 30% student performers. • The time gaps that are created by trimesters. They suggest some solutions, such as Beginning Algebra over 3 trimesters. When we meet next

term, we will see what will be implemented. • The implications of the Chinese coming next year for both them and NMC.

We also shared some of our issues including: new MTA requirements in math and our redesign pilots in developmental math. Our next scheduled meeting will be in January at West Senior High.



Board Goal 1, Target 3: Following is a status report for the Board of Trustees Strategic Goal: “Implement an advising program by which every NMC degree-seeking student connects with an advisor every semester.” The term “connects” refers to: face-to-face meetings, group advising, email advising, phone advising, and e-advising. (CW)

PHASE I (July-December 2012) – Completed

• Develop and implement a marketing campaign to facilitate student awareness and utilization of CAPP • Create an “Advisory Board” to garner input, identify practices that best fit our institution and establish a commitment to NMC’s advising

model • Initiate monthly meetings of the “Advisory Board” • Propose components for an enhanced NMC advising model • More fully integrate career counseling into services offered by the Advising Center through training Advising Center staff in the use of career

assessment tools • Identify/create online advising resources for students and advisors • Conduct a faculty training needs assessment • Investigate utilization of an integrated advising, course planning and record-keeping system (e.g. Hobson’s AgileGrad or Banner Degree

Works ) and conduct a cost-benefit analysis PHASE II (January-June 2013) – Completed

• Monthly meetings of the “Advisory Board” with input contributing to the development of best practices for advising at NMC • Implementation of new/updated online advising resources for students and advisors

Develop outline for updating and reformatting Advising Center website to make materials more accessible and enhance utilization Pilot orientation checklist/Preparing for your advising appointment handout

• Based on product features and cost-benefit analysis, NMC will purchase and begin implementation of an integrated advising, course planning and record-keeping system

• Conduct orientation updates/training for Academic units • Develop a comprehensive advisor training program (based on a needs assessment) that incorporates:

New advisor training Ongoing professional development/Advising updates Refresher training Advising special populations Face-to-face and web-based components



PHASE III (July-December 2013) – Completed

• Present “A Shared Professional and Faculty Advisor Model: Status Report” to ESIMT Expand Group Advising Integrate advising with course curricula Further develop an advisor comprehensive training program Incorporate an Advising section in [email protected] (an online resource for all NMC instructors) Propose collaborating with various departments for targeted communications Establish Advising Center/Academic Department “Liaisons”

• Prepare for full implementation of M.A.P. (My Academic Plan)—an integrated advising, course planning and record keeping system • “Quiet launch” of M.A.P. with Advising Center Advisors for testing purposes

PHASE IV (January-June 2014) – To be completed

• Presentation of M.A.P on January 6, 2014 to faculty/staff following Opening Conference • Provide M.A.P. training for faculty and academic advisors • Launch M.A.P. with faculty • Initiate an internal marketing campaign • Develop M.A.P. training for students and prepare for Fall 2014 student launch • Develop measures of assessment of M.A.P. including usage, impact on completion, persistence and student behavior • Finalize, launch and promote Advising Center website upgrade

Progress updates will be provided as we move forward with this process.

Board Goal 1, Target 4: Following is a status report for the Board of Trustees Strategic Goal: By December 2014, create and implement a cross-functional coordinated retention plan. (CW)

PHASE I (September – December 2013)

• Worked with Admissions to update the conditional admit procedures for at-risk students entering NMC for fall 2013 and required them to take ENG 107-the On Course Student Success course

• Attended the MCCA Student Success Summit presentation on Organizing for Student Success: Creating a Coordinating Council and learned what/how Lake Michigan, North Central, Bay de Noc, Jackson, Macomb, and West Shore Community Colleges are doing to promote student success and completion

• Coordinated calls to students currently enrolled at NMC that had not registered for Spring 2014 semester classes. Calls were made beginning in late October to cohorts who began both in the fall of 2013 and 2014

mailto:[email protected]



• Signed an agreement with Phi Theta Kappa to make available CollegeFish.org an online transfer database to all NMC students (previously only available to Phi Theta Kappa members)

• Continued to support learners through Tutoring, Reading and Writing Center, Math Center, Student Success Center, Power Path screenings, Math Boot Camps, and the revised BRIDGE curriculum

• Implemented the Student Referral System for faculty to report student behavior/classroom concerns with follow up by a Student Success Coach

PHASE II (January-June 2014)

• Review best practices in retention efforts through the League for Innovation, American College Personnel Association (ACPA), Noel-Levitz and the American Association of Community Colleges (AACC)

• Create a cross functional retention task force for NMC • Explore with the Office of Research, Planning and Effectiveness (ORPE) whether retention should be an AQIP Action Project • Increased hours for Student Success Coaches to assist students with study skills, organizational skills and time management strategies • Student Success Career Coach begins in January 2014 to assist students with resume and cover letter development and employment

readiness skills including interview preparation

PHASE III (July-December 2014)

• Planning for this phase will be determined during Phase II of the process. Progress updates will be provided as we move forward with this process.

Board Goal 1, Target 5: Following is a status report for the Board of Trustees Strategic Goal: By December 2014, conduct a learner needs assessment to evaluate impact of childcare needs on persistence and completion; and analyze options for mitigating the need for childcare as a potential barrier to persistence and completion. (VC)

This report is intended to provide an overview of the analysis that has been conducted to date on childcare services. The overview includes:

• A summary of services students rated as important • A survey of the community colleges in Michigan related to childcare services • National data on costs of childcare services • Overall regional costs for childcare, transportation and housing



The data shows that affordable childcare is a national issue. How do we allocate our resources to the many services students need to be successful? Would finding a regional partner provide better access for our students? 5-1 Advisory Committee (formerly Great Start Collaborative) Regional Survey Results

• 61% need childcare to be able to go to work or school • 19.4% need financial help to afford childcare • 28.6% need childcare before 8 am or after 6 pm • 25% responded that distance to services where a problem • 14.6% indicated poor options for childcare or preschool • 88% of parent would be willing to access activities or programming within 10 miles of where they live. 69% are willing to travel 15 miles.

Individual Childcare Costs As we continue to evaluate childcare services here are some additional facts to consider:

• Childcare costs in the Grand Traverse Region can be up to $1,000 per month (TC Area Chamber of Commerce). • National Census bureau states childcare costs range from $4,650-$18,200 nationally.

Operating Costs Based on a study conducted by The Future of Children, a collaboration of the Woodrow Wilson School of Public and International Affairs at Princeton University and the Brookings Institution, the average cost to operate a childcare center for both for-profit and nonprofit centers averages $403 per month per child. The study also points to the economies of scale that exist within a center.

“The CQO study corroborated earlier findings 25 that economies of scale exist in child care. Centers that had longer hours of operation, operated closer to capacity, or served larger numbers of children had lower expended costs per child per hour with no apparent ill effects on quality of care. When the study controlled statistically for the effects of operating in different states, results indicated that labor cost, total cost, and total revenue per child were significantly higher in centers serving fewer than 40 children on a full-time basis than in centers serving more than 40.”

Start-up costs average in the area of $1,000 per child for equipment and furniture. Research by the 5-1 Advisory Committee (formerly Great Start Collaborative) found that the common elements of a successful center include:

• Serves between 100 -250 families and children • Between 25,000 - 38,000 square feet in size • Includes birth to school age child care • Usually teamed with school districts and their facilities • Initial costs range between $7,000,000-$14,000,000 • Operating budgets between $2.8 and $3.6 million



Other Annual Costs Incurred by Students • Annual cost of a car $9,000 • The average family in the GT region spend about $15,000 on transportation • Average regional rent is $789 per month or $9,468 per year (excluding utilities)

Summary of Research National data indicates that childcare costs are a barrier for students. Grants and other state and federal funding for early childcare programs have been declining. The cost for an institution to provide an on-site daycare center includes both the space and annual operating expenses. Options that other colleges/universities have provided:

• Local partners such as the YMCA and the Women’s Resource Center • A referral system with local child care providers • Provide a student group that would allow families to find a network • Annual scholarship dollars to help offset the cost of childcare

We have surveyed the twenty-eight community colleges in Michigan. Attachment (a) provides detail of the responses. In summary, six of the twenty-eight provide daycare, two are operated by an external vendor and one is a Headstart program. Next steps NMC’s next steps in the review of daycare include:

1. Analyze NMC’s Community College Survey of Student Engagement data 2. Survey to students between January and March 2014 3. Continue to work on regional solutions with the 5-1 Advisory Committee



College

Student Enrollment

(d) On-Site CCDrop in Option Mix Annual Cost Cost to Build App Size

Subsidize

Financial Assistance Local Partner

Alpena 1,372 No No NoDelta 7,719 No No NoGlen Oaks 1,017 No No NoGogebic 861 No No NoGrand Rapids 11,549 Yes No $1.5 million rent local church Yes No NoJackson 4,912 Yes/not operated by college N/A N/A maintain facility $5,000 No YesKalamazoo 7,418 No (closed 2010) No NoKellogg 4,175 No Yes (c') NoKirtland 1,230 Yes Yes $500,000 5,000 sqft Yes No YesLake Michigan 2,707 Yes run by external vendor Yes No YesMacomb 15,992 No No NoMid-Michigan (b) 3,191 No No NoMonroe 2,674 No (closed this fiscal year) No No (a)Montcalm 1,252 Yes operated by Headstart No YesMuskegon 3,323 No No NoNorth Central 1,605 No No NoOakland 19,571 Not any longer No NoWashtenaw 8,536 Yes No lic for 135 Yes Yes NoWest Shore 977 No No No

(a) Monroe: Tried to find an external provider through an RFP but were unable to find anyone who would run the center without being subsidized by college(b) Mid-Michigan - closed onsite 12 years ago due to budgetary constraints. Have not seriously considered re-opening even though this is a popular request by students and (staff)(c) Kellogg - financial assistance is a voucher to local provider for up to $500 per semester for fulltime students(d) ACS data fiscal year 2012; Fiscal Year Equated students

Schools that did not respond: Bay De Noc, Henry ford, Lansing, Mott, St. Clair, Schoolcraft, SouthwesternLansing CC website indicates that they have partnered with a national for profit entityNMC FYES = 3,466



STRATEGIC GOALS METRICS/TARGETS Review Learner Success (SD1, IE1, IE2, IE3) B2. All learners will be able to document their intercultural learning

experiences. B2 1. By June 2014, incubate a co-curricular learning “certification” in order

for learners to track and provide evidence for intercultural and service learning experiences. B2_T1

BOT-Level Metrics 2013-2014 (version 20140103-MidYear) Learner Success B2. All learners will be able to document their intercultural learning experiences. (Process Measure)

Board Goal 2, Target 1: By June 2014, incubate a co-curricular learning certification by in order for learners to track and provide evidence for intercultural and service learning experiences. (SS)

Intercultural Experiences:

NMC Global Endorsement

To achieve the desired results of global connectivity, NMC is finalizing a proposed process whereby students will be able to keep track of individual learning during their time on campus. At the end of a student’s NMC tenure there will be a reflective analysis via an agreed upon capstone assessment that proves what it means to have gained knowledge of intercultural systems and constructs. An NMC Global Endorsement located on a student’s final transcript is the culmination of a time of study in which he/she has been able to track individual intercultural progression. Upon completion of the requirements for the endorsement a final electronic portfolio will be submitted for review to a three member committee made up of represent ivies from the NMC faculty and staff. The planned endorsement will pilot during spring 2014 and go live for the fall semester.

The NMC Global Endorsement is a two level recognition based on a 100 point system decided upon in consultation with an NMC International Advisory Board made up of community members and NMC faculty and staff.

It will include the following multifaceted ways to develop and refine cultural understanding. • Academic Courses with imbedded cultural content • Study Abroad opportunities • Intercultural events offered on campus • Internships • Service learning • Participatory clubs, organizations, and student support services having a direct international content • Prior Learning



The Global Endorsement began last summer with a proposal authored by NMC Outreach Services and submitted for review to the following Campus committees: Presidents ‘Council, Educational Services Instructional Management Team (ESIMT), and Curriculum Committee. In addition, the draft was also provided to each academic unit for their review. The director of Outreach Services then attended departmental staff meetings to gain feedback from NMC faculty. The information was gathered and brought to the quarterly meeting of the NMC International Advisory Board whereby questions gleaned from the faculty meetings were discussed and decisions made regarding changes in the original proposal. The update proposal will be presented to President’s Council and ESIMT in early January. Provided there are not major changes the endorsement will begin to be implemented by February 1, 2014. As mentioned, this will be a pilot project (incubation) for spring and will go live for fall 2014. During the rollout the following aspects of the endorsement will be implemented:

• Electronic portfolio system so students can track progress on their endorsement • Student ID card tracking protocol that integrates with Banner for student attendance at cultural events (lectures, Dennos Museum

performances, campus wide film discussion groups, etc.) • Electronic Global Endorsement how-to-guide for students faculty and staff • Training for Student Services personnel involved with admissions, advising, student life and learning services • Awareness plan aimed at incoming and returning students for fall • Curriculum Committee document with Global Endorsement academic course identifiers • Additional research into the aspects of global awareness which identify how the importance of such will benefit the student within the job

force of the future,

As mentioned, students seeking the Global Endorsement will be able to accumulate points in a variety of ways. Two of those will be through study abroad and attendance at intercultural events.

Study Abroad

NMC is now a Michigan community college leader in the amount of annual opportunities offered for short-term study abroad. In just its first year of existence, the office of Outreach Services worked closely with faculty to quadruple the annual rate of study abroad experiences from two in 2011/12 to five in 2012-13. For the 2013/14 academic year NMC will be offering eight experiences involving over 70 students in the following countries: Costa Rica, Brazil, Russia, South Africa, the Netherlands, Demark and Italy. NMC also hopes to continue to strengthen overseas partnerships with institutions such as Earth University in Costa Rica, The University of Witwatersrand in South Africa and Peoples Friendship University in Russia. On the domestic front, the college will continue to enhance ties with organizations offering multifaceted opportunities for intercultural education such as Community Colleges for International Development (CCID), and US-Brazil Connect (USBC).



International Awareness

During the past year, NMC also saw the continuation of the highly successful International Student Dinner which involved NMC international students and 250 patrons in a celebration of food, music and fellowship. Window on the World Week was created and celebrated his past March and included six days of international awareness offerings such as lectures, historical displays, documentary film, music, and the International Affairs Forum. November of this year also saw the first annual celebration of International Education Week with various events throughout the week capped off by the NMC/TCAPS sponsored Go Global International Fair attended by over 350 members of the Traverse City community.

There has been a lot of work put into satisfying the requirement of SD-1, and there will certainly be a lot more as we focus on bringing the Global Endorsement to fruition for the beginning the 2014 academic year. We look forward to continued support from the NMC Board of Trustees and are always happy to answer any question you may have.

Service Learning Experiences

This past summer Outreach Services created the document: A Proposed Plan for a Northwestern Michigan College Co-curricular Service Learning Certification. The document outlined the importance of service learning, how at NMC, we could document and track that learning, and how students are currently impacting the local community. Included in the plan were examples of course syllabi and projects from other institutions engaged in service learning. The document was provided to Presidents Council and ESIMT for review. When developing the document Outreach Services felt it very important to adhere to some of the best practices that have been used nationally to build successful service learning programs. A key component to strong programs was a member ship in the Campus Compact - a national coalition of more than 1,100 college and university presidents—representing some 6 million students—who are committed to fulfilling the civic purposes of higher education. As the only national higher education association dedicated solely to campus-based civic engagement, Campus Compact promotes public and community service that develops students’ citizenship skills, helps campuses forge effective community partnerships, and provides resources and training for faculty seeking to integrate civic and community-based learning into the curriculum. Campus Compact’s membership includes public, private, two- and four-year institutions across the spectrum of higher education. As a member, NMC now has access to curriculum models of successful service learning programs that can be easily integrated by faculty.

With resources available, the office of Outreach Services this fall developed a faculty guide that is available both electronically and in hard copy. We encourage faculty to use this to focus their classroom application of service learning and to save time when implementing a program. In addition to the aforementioned guides, a student guide has also been developed to help inform individuals on how they can take part in college-guided service learning experiences.

An advisory committee was set up this fall to bring together leading service learning faculty to help review and refine processes as well as to encourage their peers in classroom implementation. The committee is excited to do what they can to guide the college in strengthening participation



in project based learning at the collegiate level. Similar to the global endorsement, the service learning certification process will pilot during spring 2014 with campus wide promotion and an initial rollout scheduled for fall 2014. Plans are also in place to develop a type of college based civic engagement institute which will function as a repository for the application and ideas of service within the community.

As many know, NMC has recently had a number of stellar service learning opportunities involving, for example, Kristy McDonalds Professional Communications and Brandan Everest’s Modern Social Problems courses. In addition, the newly added Service Learning component has positively changed the dynamics of Diane Murray’s Project Management Class (CIT 233). This semester these students created three new and useful projects for the community, including NMC’s own “Food for Thought” food drive. Two autism awareness videos were produced by seven of Murray’s students, which received local media attention. Other students created an internet safety video for a Girl Scout Troop in Interlochen.

The most successful part of Service Learning is the deliverables which are actively benefitting the community, but also allowing students to practically apply what they are learning in their college courses. Collaborating with community organizations, faculty and on-campus resources is exactly what was intended by enhancing Service Learning at NMC. Having the Service Learning option available at NMC helps us to “color the canvas” of community engagement and provides a win-win situation for all entities. A number of things being worked on for 2014 include:

• Integration of Service Learning into Moodle • Definitive levels of competencies (team building, hours of involvement, project management, community resource acquisition) developed for

tracking. • Research into aspects of risk management as it pertains to students working in the community.



STRATEGIC GOALS METRICS/TARGETS Review National and International Expertise (SD#2) B3. NMC will incubate partnerships resulting in

developing national and international expertise in select areas. B3

1. Value-added agriculture initiatives: Update specialty certifications in NMC degree and embed 2-3 new certificates by June 2014 B3_T1

2. Entrepreneurism initiatives: a. Discover pan-curricular approaches to embedding entrepreneurial skillsets in

the academic curriculum B3_T2 b. Develop and imbed SBTDC small business startup instruction within capstone

classes in technical areas by June 2014 B3_T3 3. Allied Health initiatives: Establish additional non-credit certifications in home health

care, medical office, and assisted living care by June 2014 B3_T4 4. Global initiatives: By June 2014,

a. Incubate the Memorandums of Understanding with Chinese institutions; b. Create and execute an MOU with TCAPS on the Chinese Program Expansion

B3_T5 5. By June 2014, the Talent Project/HR has created (populated with data) online

personal portfolios to serve as a database of our networked workforce to be utilized for integrated learning. B3_T6

BOT-Level Metrics 2013-2014 (version 20140103-MidYear) National and International Expertise B3 NMC will incubate partnerships resulting in developing national and international leadership competencies in select areas. (Process Measure)

Board Goal 3, Target 1: Value-added agriculture initiatives. Update specialty certifications in NMC degree and embed 2-3 new certificates by June 2014. (MC)

Value-added agriculture is one of our key regional economic drivers; the challenge of the Board Level strategic goal that of improving the visibility and relevancy of NMC offerings that best respond to the opportunities for learners and the changing needs of the industry. In FY’13, we made limited progress but found an opportunity to expand our long-standing partnership with Michigan State University’s College of Agriculture by sharing a staff position (Brian Matchett) starting June 2013.

Planning jointly with MSU’s Institute of Agricultural Technology (IAT) and the Dept. of Horticulture, we identified the following projects: • Refresh and expand network of employers. • MSU IAT and Department of Horticulture revising MSU specialty certificates with a shift away from nomenclature of applied plant

science, and focusing on horticulture technology, nursery management. The MSU certificates provide the specialty content for the NMC associate degree program.



• Conduct capacity study for internships and field experience placements with regional employers, impacting summer ’14. The goal is to expand summer internships associated with current certificates and to establish an additional internship option during the academic year.

• Review the status of the VESTA (viticulture) online program and make recommendations with regional industry support. The goal is to extend field experiences beyond summer session.

Of particular interest under value-added agriculture are the opportunities to establish certificates and short format training in fermentation and distillation, focusing on wine, beer, spirits. As we continue working with area producers, their interest in collaborating by providing access to facilities and equipment seems high. Regulatory considerations would make these partnerships essential. We have sought to expand our working relationship with organizations such as the Michigan Grape and Wine Industry Council (Michigan Department of Agriculture) as part of our efforts, and as a consequence they have invited our VESTA program students to this year’s state conference.

Another important collaboration is with NMC Culinary. Although in discovery stages at this time, there is a logical pairing of interests between the farm-to-table regional movement, including technical aspects such as food-safety, specialty food processing, and with opportunities for student experiences in business development, marketing, etc. These pathways – from culinary and from revised options through applied agriculture make create an innovating stackable path toward a bachelor’s degree option.

We have continued work on special projects such as the Cellarmaster endorsement, a professional development opportunity for those already in the wine industry and for enthusiasts considering entering the industry. Proposed for an initial launch late summer or early fall 2014, the Cellarmaster endorsement would focus on training in collections management and would be the first of a series of wine industry specific professional development opportunities delivered in partnership with industry.

Board Goal 3, Target 2a: Discover pan-curricular approaches to embedding entrepreneurial skillsets in academic curriculum (SS)

Building an Entrepreneurial Culture at NMC

The Business Academic Area has two core courses dedicated to building entrepreneurial skills and abilities. These courses are the foundation for the Entrepreneurship Certificate, which may lead to the Business Administration associate degree -- Entrepreneurship Concentration.

• MGT 245 – Principles of Entrepreneurship • MGT 246 – Entrepreneur Marketing & Finance

With this approach, it is difficult to scale up with the goal of affecting a large number of students. Instead, this approach limits opportunities to 30 or so students each semester. To broaden the reach to students across the campus, we foresee entrepreneurial education at NMC to be supported by adopting at least a two-tiered approach to how students learn, receive a credential of value, and support economic development.



Tier 1-The current curriculum

Like other community colleges, NMC degrees can easily lend themselves to an entrepreneurial focus. The ASA and AGS degrees allow students to choose the entrepreneur certificate courses to meet their associate degree requirements.

Tier 2-Embed Skills in Existing Curricula

Embedding skills, knowledge, and attitudes into our existing curricula is the preferred method and will reach more students through a variety of programs and courses. It should be noted that program credits will not be increased by using this method. At the same time, this method may be more challenging as it would require multi-disciplinary faculty engagement, training, and ultimately course content revision.

In addition to the two tiers listed above, we currently provide students with practical career readiness skills in select areas. For example, cover letter / resume development, and presentation and interview skills are evident in a number of our courses in the tech and business academic areas. There are undoubtedly other areas that provide these types of skills, as well.

The Experiential Learning Coordinator will be an additional resource for students enrolled in internship courses. This person will focus on honing the career readiness skills for those students required to complete an internship course for their program.

Next Steps/Recommendations

• Embed entrepreneurial skills into our existing curriculum. Focus on credit-bearing courses/programs initially. • Present proposal to curriculum committee.

o Identify faculty leader(s). o Define the skills, knowledge, and attitudes we want our students to attain. o Identify existing learning outcomes, courses, programs where we already teach these skills.

• Coordinate a pilot with the Visual Communications faculty/department staff to incorporate these skills, assignments, and assessment methods into VCA course curricula.

o Discussions begin in Spring 2014. o Course revisions completed for Fall 2014 delivery.

• Other items to consider: o Training-Develop a repository of tools, assignments, and assessments. o Assessment-Develop digital badges to recognize attainment of entrepreneurial skills. o Integrate Entrepreneurial skills, knowledge, and values into a new AQIP project on General Education and Degree Outcomes



Board Goal 3, Target 2b: Develop and embed SBTDC small business start-up instruction within capstone classes in technical areas by June 2014. (MC)

Entrepreneurship is one of NMC’s areas of interest from the perspective of regional economic development and from our belief that experiences that expose learners to entrepreneurial thinking will be significant contributors to their long-term success. This is one of two initiatives supporting entrepreneurial experiences for learners through the development of a partnered approach.

We share a position with the Small Business Technical and Development Center (SPTDC) which provides us with capacity in areas of small business development. Although we have a number of non-credit courses already available in collaboration with SBTDC, we realized there was an opportunity to work differently with instructors and learners and to bring concepts and practices directly into the classroom.

We are incubating the following activities through classes in the Technical Discipline (including automotive, construction technology, engineering technology):

• Fall workshop for instructors, providing orientation to resources available for classroom use; • Fall presentations in construction technology and engineering technology classes introducing students to resources available to them at no

cost and with services located in P-S. Class surveys suggest that over half of students in into Tech courses have an interest or a concept for a business start-up.

• SBTDC staff attended NMC non-credit offerings related to entrepreneurship and small business development to provide recommendations for content alignment.

• Spring PD opportunities for instructors interested in establishing experiences in the classroom that promote entrepreneurism. • Tech classes will have Moodle resource options for students.

Board Goal 3, Target 3: Allied Health Initiatives. Establish additional non-credit certifications in home health care, medical office and assisted living care by June 2014. (MC)

This initiative was established to approach partnership-based program options in non-credit areas in which licensure or certification was available; where learners had a reasonably direct path to employment, or, where the certification would help position learners toward continuing educational and training options (as is the case of CNA certification being recognized in ADN program admission criteria). Originally the project proposed incubation of programming in areas such as Medical Coding, Medical Office Administration, Home Health Aide, Hospice Certification by June 2014. Capacity limitations (project lead is also co-facilitator for Compensation Study group), and the current complexity of coordinating with various organizations have caused us to recommend extending the project deadline beyond June 2014.

A status report on certifications being reviewed for their viability for the region includes the following:



Certification Market data Who Certifies Who else offers training Notes CNA EMSI: 28/yr but

Munson has hired 41 Nurse Assistants in last 7 months

State of Michigan through Prometric test

Munson gives NMC grads preferred hiring status

Dementia NCCDP.org Option 1: RN/LPN/ LVN/NP or College Graduate (4 yrs) with a degree from an Accredited College + 3 yrs experience + 7 hr class Option 2: CNA + 3 yrs experience + 7 hr class $2500 to certify a trainer

Hospice OT Assistants EMSI: 0 PT Assistants EMSI: 3/yr Macomb—partners with

NCMC and Alpena for cohort every other year

Need more complete market data

Medical Assistant EMSI:15/yr NCMC, Baker Practice Mgt PAHCOM Medical Receptionist

PAHCOM expressed need

Draft curriculum; review with PAHCOM

Home Health Care

16/yr in GT County 24/yr in 5 County

Not currently certified—AAA (Beth Eisch) is working on it.

AAA for one year (grant) Need for lab space. Bob Schleuter interested in exploring public/private partnership.

Customer Service PAHCOM wants it; HEI mentioned it

Pharm Tech EMSI: 5/yr May be opportunity with CVS coming into town Coding Specialists

High demand in short run, at least if people can work from home. EMSI: 4/yr

AHIMA Davenport, Weber State in Utah

ICD 10 targeted October 2014. Meeting with Munson—explore options: 1) program 2) HEI partnership to bring in just in time intensive training from AHIMA 3) becoming center of excellence. “Kelly Services” model is emerging here. Trinity is using. Talk more with Henna Culver at Munson. Over long run, jobs may be eliminated with computer assisted coding

Surg Tech EMSI: 3/yr NCMC Robots starting to play a role EMT EMSI: 8/yr Munson, NCMC Document improvement specialists

Munson hired 4 in last year



Board Goal 3, Target 4: Following is a status report for the Board of Trustees Strategic Goal – Global Initiatives: By June 2014, create and execute an MOU with TCAPS on the Chinese Program Expansion. (CW)

Update – B3, T4a

Northwestern Michigan College (NMC) hosted presidents and vice presidents from six Chinese colleges in November 2012 as part of the American Association of Community Colleges VELT (Vocational Education Leadership Training) program. As a result of participation, two MOUs were developed between NMC and Huanggang Polytechnic College and Yellow River Conservancy Technical Institute. NMC has had varying levels of communication in the past year with both institutions and will be clarifying the relationship and expected MOU outcomes during a visit to each institution in March 2014.

Update – B3, T4b

The Traverse City Area Public Schools (TCAPS) leadership established and signed a memorandum of understanding with Weiming Education Group in October 2013 for the purpose of establishing a partnership in which Chinese students from WEG high schools spend up to two years in one of the TCAPS high schools (junior and senior years) to complete their high school requirements. These students then have the opportunity to enter various colleges and universities in the United States to complete associate and bachelor degrees. We are in the process establishing processes and a potential memorandum of understanding between TCAPS and NMC in order to continue to strengthen successful college completion pathways for students during their high school years.

NMC is also in the process of developing a memorandum of understanding to support WEG Chinese students who choose to complete their high school studies in China and then enter US community colleges and universities to complete higher educational goals. The memorandum would highlight specific benefits for these students to select NMC as their college of choice. International Engagement 2013-2014 (from memo dated September 13, 2013) NMC’s history includes collaboration and coordination with state, national and international colleges, universities and organizations that enhance the education of learners from non-credit to credit to training opportunities. These learner groups encompass academic students, faculty, staff and community partners. Discovery American Association of Community Colleges (AACC) NMC participated in the AACC Vocational Educational Leadership Training in October/November 2012 with six representatives from Chinese colleges. One of the outcomes of participating in VELT was the development of two MOUs, one with Huanggang Polytechnic College (President Chen) and one with Yellow River Conservancy Technical Institute (President Liu). Each MOU was authored by the respective institution presidents



and reflected ideas for student and faculty exchanges related to academic programs or professional development. NMC Outreach Services Office is currently working with YRCTI in the development of teacher training for Chinese teachers during October 2013 at NMC. Beijing Channel Consulting (BCC) NMC has been connected through a memo of understanding with BCC for over two years to explore and promote mutually beneficial options within higher education. Some of the initial ideas included recruiting Chinese students to enroll in programs at NMC, specifically those interested in aviation. BCC has had a number of staff changes and is also going through organizational change, which has delayed any significant outcome of the current relationship. We continue to build relationship with Mr. Yao (CEO) and with the new staff members, specifically, BCC / US CEO, Mr. Arnold (Arnie) Kummerow. His primary focus is to foster relationships between US colleges and BCC as well as identify potential ways to collaborate. English as a Second Language (ESL) Courses have been approved by NMC’s Curriculum Committee and expert Communication faculty developed and are currently teaching courses focused on English proficiency in listening, reading and writing. There are a variety of learners pursuing this academic support – new international students, current students identified as needing additional ESL opportunities, etc. Global Endorsement The Outreach Services Office developed a plan for a Global Endorsement for NMC students which will be implemented by January 2014. Students have a list of options from which to choose to complete the endorsement and some examples are listed below:

• Academic Courses (identified as Cultural Perspective and Diversity courses) • Study Abroad • Intercultural Events • Internships (with global organization) • Service Learning • Prior Learning

These options for completing the endorsement will be tracked by Outreach Services and then included on the students’ official NMC transcripts provided by the Records & Registration Office. Global Opportunities Fund The Global Opportunities Fund was established by Timothy J. Nelson and Nancy Johnson in celebration of NMC’s sixtieth anniversary and President Nelson’s tenth anniversary as President of NMC. During the past two years this fund supported over 55 students and faculty in various educational ventures including the list below:

• NMC – Costa Rica (Fresh Water Studies – 2012, 2013) • NMC – Peru (Humanities – 2013) • NMC – Russia (Culture / Engineering – 2012)



• NMC – UK (Aviation – 2013) • NMC – Wales (Archeology – 2013) • US-Brazil Connect (ESL – 2013)

This fund will continue to be used in the future to:

• Engage in collaborative projects with international partners • Exchange information, knowledge and/or technologies with countries around the world • Enhance learning of World Languages • Develop competencies to communicate across different cultures

Countries/Programs under consideration for 2013-2014 include:

• Brazil – Business, Fresh Water Studies, Service Learning • Chile – Astronomy • Denmark – Renewable Energy • Ecuador – Social Work • Ghana – Humanities • Italy – Culinary Arts • Netherlands – Visual Communication • Turkey – Humanities

International Exchange Info Session NMC hosted the International Exchange Info Session with TCAPS and local exchange organizations this past year at the Milliken Auditorium and plans to continue to host this event in the future. The event is designed to give students an overview of the study abroad experience and its importance to the overall educational experience. A display hall was set up in Milliken for students, their families and friends to visit afterward where local organizations (for high school students) and study abroad opportunities (for NMC students) were displayed. J-1 Visas NMC has been pursuing a number of opportunities to develop programs and/or partnerships that require J-1 visa certification. The Exchange Visitor (J) non-immigrant visa category is for individuals approved to participate in work-based and study-based exchange visitor programs. J-1visas are typically issued for high school exchange programs and university cultural and research exchange programs. Our application for J-1 status was submitted in November 2012 and we were informed in March 2013 that a preliminary review of our documents was completed and we will be notified during the FA2013 semester of the outcome.



Michigan Community College Association (MCCA) – Center for Global Initiatives MCCA announced on June 28, 2013 the creation of the new Center for Global Initiatives. The Center has been launched in partnership with the Primas Civitas Foundation, a leading Michigan organization in the area of global educational activity. NMC plans to use the Center as a resource for international engagement. NMC Admissions There are two primary areas at NMC that have a focus on international recruiting – the Admissions Office with one full-time International Advisor and the Aviation academic area with one full-time International Aviation Instruction Coordinator. Both of these staff members are responsible for the recruiting and admissions processes for international students. The Admissions Office International Advisor also has the responsibility of visa compliance oversight. NMC has a goal of 5% international students of the total student population. Outreach Services – Advisory Board Outreach Services created an International Services Advisory Board to give perspective on the newly developing International Services area. The board consists of community members and NMC faculty and staff. One of their first advisory projects was input on the development of NMC’s Global Endorsement. PathPro Don Newport, President Emeritus of Alpena College, informed NMC of an opportunity that AACC was leading called PathPro. In short, a number of Chinese technical colleges are interested in creating 2+1+2 programs in which Chinese students would complete two years at the originating Chinese college, then enroll at a specified community college for one year to complete an associate degree and then transfer to a university for the remaining two years to complete a bachelor degree (i.e. the originating Chinese college, NMC as the community college and Ferris State University as the 4-year institution). We have had initial information/interest conversations between NMC and FSU. Peru – NMC Faculty The Peru 2013 trip was an extension of the HUM 116 World Cultures course. The focus of the study was to build on knowledge gained in class and provide students with a chance to experience South American culture. Historical, social, agricultural and indigenous aspects of Peruvian society were explored through time spent in Lima and in the vicinity of Cuzco. US-Brazil Connect NMC was invited by US-Brazil Connect to participate in the summer 2013 “US-Brazil Connect Fellowship Program” based on the recommendation of one of our sister Michigan community colleges. We reviewed the information with UBC representatives and made the decision to participate. NMC’s Outreach Services Office coordinated the process of selecting seven NMC students (called “US Fellows”), making travel arrangements and working with NMC faculty to review the quality and outcomes of participation in the program to determine whether to continue the partnership in the future.



Universidade do Estado do Amazonas (UEA) Outreach Services is in discussions with staff and faculty at UEA on developing study abroad programs and providing ESL programs for students from UEA. Possible study abroad programs include:

• Business • Engineering Technology • Fresh Water Studies

Fresh Water Studies faculty are planning to explore options during a January 2014 visit at UEA. Wales – NMC faculty This international research experience, in partnership with the Nautical Archaeology Society, provided opportunities for students to interact and complete field study with their counterparts from British academic institutions. Students applied methods and techniques taught at NMC to a variety of inter-tidal and terrestrial archaeological sites in Great Britain. Weiming Education Group NMC was invited to attend a presentation given by WEG (Laurel Capobianco – WEG Vice President) to TCAPS in June 2013. TCAPS members gave an overview of TCAPS global vision, NMC members provided information on NMC’s expanding international engagement and a 1+1 program, and TCC and TCW principals shared how their respective high schools were enhancing the preparation of high school students for academic excellence, productive citizenship, global competency, and healthy and innovative skills for life-long learning. Laurel Capobianco presented the work of WEG and the potential collaboration with TCAPS for Chinese high school students to attend TCAPS during their junior and senior years. NMC had subsequent meetings with Laurel in which she shared the possibility of creating summer or winter English language boot camps for Chinese students, offering professional development for Chinese teachers and 2+2+2 recruitment paths for Chinese students who participate in the high school programs or 2+2 programs for Chinese students who finish high school in China. NMC is currently exploring options for a potential future partnership with WEG. Incubation Earth University NMC’s Great Lakes Water Studies Institute has continued a partnership with Earth University in Costa Rica where NMC students and faculty study various aspects of work being done internationally in the areas of sustainable agriculture and freshwater studies. Prior to commencing this study abroad experience, NMC students are required to have a working knowledge of the Spanish Language. While there they present, in Spanish, a seminar regarding US institutions of higher learning and work being done in environmental studies. International Relationship Building All of the Chinese organizations or colleges in this document have visited NMC to meet students, faculty and staff, to experience the various NMC campuses and to learn more about the educational opportunities NMC offers to its learners. In order to continue to foster the relationships that are emerging between NMC and these colleges and organizations, we are considering on-site visits during SP2014 at Huanggang Polytechnic College,



Qingdao Technical College, Weiming Educational Group headquarters and one of the WEG schools, and Yellow River Conservancy Technical Institute. The NMC participants will be chosen based on their area of responsibility and the expectations of the Chinese partners. NMC Global Events The Outreach Services Office is expanding intercultural connections for students and community participants. The OS staff is coordinating with a variety of NMC program areas and community organizations to arrange presentations, experiences and events that have a global focus. These include the following:

• Dennos Museum - NMC • Global Reading Group • “Go Global” – International Fair & Expo • International Affairs Forum (IAF Conference June 5-6, 2014) • International Education Week (November 12-23, 2013) • Student Life Office – NMC • Window on the World Week – NMC

Passports Series - Student "Brown Bag" Lectures Faculty, staff, students and community members have the opportunity to learn about life in other countries from international students attending NMC. Students share cultural artifacts and information about life in their home countries including food, religion, daily life, social norms, language, and education. Countries represented at the "brown bag" lecture series during the 2012-13 academic year included Ghana, Pakistan, Yemen, Mali, Russia, and India. The 2013-2014 Passport Series began September 19 with a presentation on Afghanistan. People’s Friendship University of Russia NMC students who participated in this experience were required to take a Russian Language and Culture course prior to and during their time in Russia. Time during the trip was spent in Volgograd, Moscow and St. Petersburg in cooperation with Peoples Friendship University of Moscow. NMC Students were able to interact with Russian students at the University and took part in the Victory Day celebration in Volgograd while learning the history and culture of a country that has had a strained relationship with the US. Acceleration Aviation – Australia, India, Korea, South Africa, United Kingdom Aviation has focused on both providing international academic opportunities for students as well as recruiting international students for over two years. They have developed memorandums of understanding with the following universities: IIAE Dehradun – India University of Hertfordshire – UK University of West England – UK London Metropolitan University – UK



There are other potential MOUs in the development stage. The efforts within Aviation have significantly increased international enrollment as well as study abroad opportunities for NMC students. In addition, Aviation has also developed a robust summer training program for international learners. Dennos Museum The Dennos Museum has been and will continue to provide exemplar offerings of cultural projects and presentations throughout the year based on the wealth of experience of the Executive Director of the Museum and the past and emerging relationships forged by him. International Dinner Each year, for the past 10 years, NMC’s student International Club has hosted an International Dinner to raise scholarship monies for international students. For the last several years this event sold out with 250 guests. This past year’s event included dinner with food selections from 11 different countries and NMC international student performances – instrumentals, singing, dancing, poetry reading and more.

Board Goal 3, Target 5: By June 2014, the Talent Project/HR has created (populated with data) online personal portfolios to serve as a database of our networked workforce to be utilized for integrated learning. (MC)

The Board Level Strategic Goals related to Talent/HR include various projects designed to build on each other toward strategic outcomes. This year, the dominant project has been Compensation Study, which along with work on Classification has taken up significant institutional capacity. Personal portfolios are now part of the WingSpan software on which employee development is documented. Expansion of online portfolios for each employee will continue as annual review and PD planning take place through spring. The association of the portfolio information into a database for future initiatives under networked workforce may require through December 2014 for completion. This goal of integrated learning has several interpretations. Based on the Talent I and II project outcomes, personal portfolios are a tool for documenting competencies, performance, and professional development goals. At the institutional level, portfolios should also serve to inform planning based on where staff competencies are strongest and where they will require additional investment in development and/or hiring. Toward this end, and as part of the Classification project outcome, this project area also includes the documentation of work fundamental to each position at NMC. Transfer of organizational knowledge is being addressed through two avenues: • Departmentally documented processes and procedures • The review and revision of job descriptions for staff positions

NMC departments have been documenting work procedures by position and task and are stored internally by area, typically on the S drive. These work procedures are complete for areas that have recurring or transactional processes. Examples are: administrative support and clerical positions, business office, human resources, admissions, financial aid, records and registration. Because information is not centrally located, a precise metric is not yet available.



STRATEGIC GOALS METRICS/TARGETS Review National and International Expertise (SD#2) B4. NMC will pursue national and international

program level accreditation. B4 1. Complete National-level accreditation for the Nursing Program by June 2014.

B4_T1 2. By June 2014, achieve HLC accreditation for the Bachelor’s Degree in Maritime

Technology and implement program B4_T2

BOT-Level Metrics 2013-2014 (version 20140103-MidYear) National and International Expertise B4 NMC will pursue national/international program level accreditation. (Process Measure)

Board Goal 4, Target 1: Complete National-level accreditation of Nursing Program by June 2014. (SS)

The fall semester began with a mock site visit on September 3, 2013 with our consultant. She met with representatives from administration, student services, and faculty. She also reviewed our documents and exhibits and gave us feedback on improvements. The mock visit report included:

• Standard 1 Administration: o ADN Program Compliance: The nursing program is in compliance with the Standard with the following area needing development:

Ensure nursing student input into ongoing College governance. o PN Program Compliance: The nursing program is in compliance with the Standard with the following area needing development:

Ensure nursing student input into ongoing College governance.

• Standard 2 Faculty & Staff: o ADN Compliance: The program is in compliance with the Standard. o PN Compliance: The program is in compliance with the Standard with the following area needing development: Ensure at least 50%

of the part-time faculty in the PN program hold a graduate degree in nursing. o Update: Prior to the site visit we assured we had the correct percentage to meet this standard. It was also part of our A3.

• Standard 3 Students:

o ADN Compliance: The nursing program is in compliance with the Standard. o PN Compliance: The nursing program is in compliance with the Standard.



• Standard 4 Curriculum: o ADN Compliance: The nursing program is in compliance with the Standard with the following areas needing development: Ensure

that the program length in semesters is consistent with national standards and best practices. o PN Compliance: The nursing program is in compliance with the Standard. o Update: What we learned was that the site visitors would look at the pre-requisites to classes identified by nursing as program

prerequisites and not just the immediate pre-requisites for the nursing program. All these classes would be included in the total program credits – i.e. Chemistry is a pre-req to A&P and A&P is a pre-req to nursing. As a result of this feedback, we met with the Science/Math Department and Records & Registration to evaluate the compliance of the pre-reqs for this standard. The Science/Math department changed the required Chemistry pre-requisite to a recommended pre-requisite for their A&P classes. By making this change, we were in better compliance of this standard.

• Standard 5 Resources: o ADN Compliance: The program is in compliance with the Standard with the following area needing development: Ensure that

learning resources are current. o PN Compliance: The program is in compliance with the Standard with the following area needing development: Ensure that learning

resources are current. o Update: We worked with the library to assure all resources were current and labeled properly.

• Standard 6 Outcomes:

o Compliance: The programs are in compliance with this Standard with the following areas needing development: Ensure that all areas of the Systematic Plan for Evaluation (SPE) are complete and comprehensive. Implement strategies to increase employer satisfaction survey return rates for each program. Improve the collection of job placement data for the PN Program. Ensure a sufficient number of survey responses upon which to base program decision-making.

o Update: We identified this in the self-study under opportunities for development and future plans to strengthen the nursing programs.

Our consultant felt we were well prepared for the site visit and believed we would receive a recommendation for initial accreditation based on her assessment of our program as long as Standard 4 was in compliance. On September 17th the ACEN team arrived for their three day visit. It was a very informative visit and several times the visitors commented how well prepared we were for the visit. Whenever they asked for a document, it was already in the document room. We had no late nights trying to write updates or addendums to our self-study. The following is the feedback from our visitors after the site visit:



• Standard 1: Administration o Strengths: Dynamic partnerships that benefit the students, the College, and the community (ADN/PN) o Compliance:

The associate program is in compliance with the Standard with the following area needing development: Ensure the nurse administrator has adequate time and support to fulfill role responsibilities.

The practical program is in compliance with the Standard with the following area needing development: Ensure the nurse administrator has adequate time and support to fulfill role responsibilities.

o Update to Standard 1 after the site visit: We will re-submit a request to change our supplemental office assistance from supplemental to permanent part time to help meet the ongoing needs of the programs.

• Standard 2: Faculty & Staff o Strengths:

NMC’s strong commitment to faculty orientation to technology and pedagogy related to online teaching and learning (ADN/PN)

o Compliance: The associate program is in compliance with the Standard with the following areas needing development:

• Ensure documentation in faculty files is maintained according to the College policy. • Ensure the administrative clerical support is sufficient to meet the needs of the faculty, students, and program.

The practical program is in compliance with the Standard with the following areas needing development: • Ensure documentation in faculty files is maintained according to the College policy. • Ensure the administrative clerical support is sufficient to meet the needs of the faculty, students, and program.

o Updates to Standard 2 after the site visit: We are working with HR to assure all faculty transcripts are obtained and in the files.

• Standard 3: Students o Strengths (discussed at exit conference):

Technology and partnership with MMC o Compliance:

The associate program is in compliance with the Standard with the following area needing development: Ensure that student records are consistently maintained with required documentation.

The practical program is in compliance with the Standard with the following area needing development: Ensure that student records are consistently maintained with required documentation.

o Updates to Standard 3 after the site visit: Pat, our supplemental worker, will be recording the documents we require students to submit and put them into the student file.



• Standard 4: Curriculum o Strengths (discussed at exit conference):

Able to identify the student learning outcomes (SLOs) were threaded throughout the curriculum; were evaluated and leveled Could also identify the SLO in assignments ADN & PN students could differentiate between the 2 programs and had a good understanding of their roles Students could articulate the SLOs

o Compliance: The associate program is in compliance with the Standard with the following area needing development: Ensure that the

program documentation is consistently maintained and reflects the curriculum review by the faculty for rigor and currency. The practical program is in compliance with the Standard with the following area needing development: Ensure that the

program documentation is consistently maintained and reflects the curriculum review by the faculty for rigor and currency. o Updates to Standard 4 after the site visit: We have changed the format for our minutes to include a column that identities decisions

made at the meeting. More discussion will be included in the minutes to show how decisions were made.

• Standard 5: Resources o Compliance:

The associate program is in compliance with the Standard. The practical program is in compliance with the Standard.

• Standard 6: Outcomes o Strengths:

Expected Level of Achievement (ELA) – were good and achievable Advisory committee members were very diverse

o Compliance: The associate program is in compliance with the Standard with the following areas needing development:

• Ensure that the evaluation plan includes the data collected and analyzed and also includes the specific actions to improve the program.

• Implement strategies to improve the licensure examination pass rates. • Ensure that surveys related to employer satisfaction gather appropriate data and the data are aggregated and analyzed

by program type and option. • Implement strategies to increase the response rates to graduate surveys to ensure sufficient data are collected, trended,

and available for decision-making. The practical program is in compliance with the Standard with the following areas needing development:

• Ensure that the evaluation plan includes the data collected and analyzed and also includes the specific actions to improve the program.



• Ensure that surveys related to employer satisfaction gather appropriate data and the data are aggregated and analyzed by program type.

• Implement strategies to increase the response rates to graduate surveys to ensure sufficient data are collected, trended, and available for decision-making.

• Implement strategies to improve the job placement rates. o Updates to Standard 6 after the visit:

Met with Darby and Mitchel to update the employer survey to directly ask about employer satisfaction with our students Mitchel has been working on the data base to obtain an accurate list of nursing graduates to contact for the graduate survey.

This will increase the response rate.

The final site visit report recommended Initial Accreditation for both ADN and PN programs with the next review in five years. This was the first step in a three step process. Step two occurs on January 28th in Atlanta, Georgia. I will attend the Evaluation Review Panel deliberations. This will occur from 1:15pm to 2:45 pm. The role of the Panel is to ensure that the process of peer evaluation based on the ACEN Standards and Criteria for Accreditation have been carried out consistently and fairly for all the nursing programs reviewed in this cycle. The Panel will discuss our self-study, deliberate, and vote on a recommendation to be sent to the Commission on the accreditation status of our programs. My role at this meeting is strictly as an observer. If the Panel has questions that arise during the deliberations, a member of the Site Visitor Team will be contacted by the Panel for clarification. After the Panel has concluded its deliberations, I will be invited by the Panel Chair to address the group. Step three occurs in March when the Board of Commissioners meets to review our self-study and make a final decision on the accreditation for our programs. We will be notified in April of their decision.

This process has been lengthy but it has helped us build a better program for our nursing students. We still have work to do but we have a much better program as a result of all the hard work conducted by the faculty and staff of the nursing department.

Board Goal 4, Target 2: By June 2014, achieve Higher Learning Commission accreditation for the Bachelor’s Degree in Maritime Technology and implement the program. (SS)

Background NMC is offering our own Bachelor of Science in Maritime Technology degree since we offered all the maritime specialty coursework and with our own general education courses can meet the requirements of the federal government, maritime industry and the Higher Learning Commission. By replacing the Ferris State Baccalaureate in Business Administration – Maritime Option that required 145 or 146 credit hours with our degree that requires 120 hours of credit, we are also providing significant cost savings to our students. This will result in the student taking 25 to 26 fewer credits, save in excess $10,700 in tuition and potentially allow the cadets to enter the workforce at an earlier date.



Update The Board goal is being completed this spring after the college received the HLC accreditation this past October.

The college continues to work on completing the various external approvals for our students seeking our new bachelor’s degree. Most recently, our application for our degree to be covered by Veterans benefits has been approved by the Veterans Administration and our application for offering Federal Financial Aid has been approved by the United States Department of Education.

Fortunately, we learned that students who wish to transfer into our bachelor’s program this spring will be eligible for federal financial aid even if the federal government does not notify us until after the beginning of the semester. Students will be able to receive aid next semester but not until we receive the actual approval.

The University Center and Educational Services continue to share the most current student data with our Ferris State University partner to ensure they have the best information for planning. We have also discussed with them our common goal for Ferris to establish a new Masters in Business Administration option for our academy graduates.

We shared with our Ferris State University partner that we will be discontinuing the Ferris State Business Bachelor option for new students effective fall 2014. This means that all new students coming into the Academy this coming fall will be entering our bachelor’s program. We are working with our partner to have those cadets who wish to complete the Ferris program to do so over the next three and half years. Permitting the current cadets to complete the Ferris State option is in keeping with our normal practice of grandfathering students in programs that we intend to end.

The academy has discussed the two programs with their advisees and have made estimates on who will continue in the Ferris program and who wishes to transfer into the NMC bachelor’s program. The following estimates are those cadets who wish to complete the Ferris program:

First Year Cadets: 4 Engineering Cadets and 7 Deck Cadets Second Year Cadets: 5 Deck Cadets Third Year Cadets: 2 Engineering Cadets and most Deck Cadets Fourth Year Cadets: All cadets in the program are expected to complete the Ferris program

The Third Year Cadet numbers are not as solid as the other years because the cadets are away at sea and contacting them has been very difficult. We have tried to impress upon the cadets the need for making a firm decision for the sake of the programs but I do expect there may be some changes going forward.

In terms of NMC bachelor degree, on the other hand, in our preliminary review of our cadet’s degree audits, we will have at least two students meet the degree requirements for our new degree and be eligible to graduate in January 2014.



STRATEGIC GOALS METRICS/TARGETS Review Networked Workforce (SD#3, IE4) B5. NMC will evaluate the employee classification and

compensation systems and make adjustments as required. B5

1. By December 2013, complete review and make recommendations, as necessary, to the employee classification and compensation systems in time to inform the FY’15 budget. B5_T1

BOT-Level Metrics 2013-2014 (version 20140103-MidYear) Networked Workforce B5 NMC will evaluate the employee classification and compensation systems and make adjustments as required. (Process Measure)

Board Goal 5, Target 1: By December 2013, complete review and make recommendations, as necessary, to the employee classification and compensation systems in time to inform the FY’15 budget. (TN)



STRATEGIC GOALS METRICS/TARGETS Review Networked Workforce (SD#3, IE4) B6. NMC will increase institutional

leadership capacities needed to implement the strategic plan. B6

1. By June 2014, as part of NMC’s succession plan, NMC will have 75% of positions with documented processes in place in to assure the transfer and safeguarding of organizational knowledge. B6_T1

2. By December 2013, the Talent III action project team will: B6_T2 a. Accelerate Leadership Development in four key areas for all formal leaders (directors,

managers, chairs, etc.) i. Handling difficult situations

ii. Managing transformational change iii. Risk assessment management iv. Measuring results

b. Accelerate the new Employee Performance PDCA process for all non-faculty staff 3. By June 2015, accelerate alignment between Workforce Planning and Recruitment/Selection

processes with the Competency Model B6_T3

BOT-Level Metrics 2013-2014 (version 20140103-MidYear) Networked Workforce B6 NMC will increase institutional leadership capacities needed to implement the strategic plan. (Process Measure) 2011 2012 2013 2015 Target 1 Engagement Index (% maximum score-11 questions) 85.0% 85.0% 84% ↓ 90% 2 Supervisor Index (% maximum score-5 questions) 76.0% 78.0% 77% ↓ 90% 3 Planning Index (% maximum score-8 questions) 80.0% 82.0% 83% ↑ 90%



At or above target

Board Goal 6, Target 1: By June 2014, as part of NMC’s succession plan, NMC will have 75% of positions with documented processes in place in to assure the transfer and safeguarding of organizational knowledge. (MC)

The review and revision of job descriptions has provided a mechanism to document key responsibilities, accountabilities, and outcomes for all staff positions. This project is nearing 100% completion with only a second round reviews left for 12 of 130 positions. Due to the high number of knowledge workers at the college the process of documenting key responsibilities, accountabilities, and outcomes is critical as a way to document what the position is responsible for rather than how the work is completed. The next iteration of this project should include a centralized repository of work processes and procedures along with the standardized format. Further the college is investigating ways to identify key internal and external relationships that the incumbent would need in order to be successful.



Board Goal 6, Target 2: By December 2013, the Talent III action project team will • Accelerate Leadership Development in four key areas for all formal leaders (directors, managers, chairs, etc.)

a. Handling difficult situations b. Managing transformational change c. Risk assessment management d. Measuring results

• Accelerate the new Employee Performance PDCA for all non-faculty staff. (MC) The Leadership Development project has been ambitious in its timeline for completion, and, at the time of the project charter, the scope of involvement required of leadership in both the Compensation and the Classification studies was unknown. The end result is that Crucial Accountability and Measuring Results leadership training will complete the first year’s training cycle this January, 2014, as opposed to the December 2013 goal. Particpants for the first cycle included academic chairs, program directors, and key staff whose responsibilities are most likely to require the ‘difficult conversations’ training that serves as a focal point.

Instructor certification for this specific program took place jointly with Munson HR staff in order to maximize expertise between both organizations. In fact, Munson trainers will be joining us to facilitate additional training sessions for employees this spring.

Of the four areas for leadership development identified in this goal, (a) and (d) are supported through the Crucial Accountability program. Risk management has been requested by leaders as a priority and is proposed as a Fall ’14 leadership program. In addition, the Talent III project will incubate Supervisor Training for all new supervisors by June 2014.

The MyPDCA Employee Performance process has been implemented on schedule, December, 2013. The MyPDCA website includes the following resources for employees.

A system for assessing Performance and setting individual goals and development plans.

Step One: Introducing Our myPDCA Process

This overview will introduce you to the myPDCA process. It will provide you with a look at how the process will look and your role in it. If the link does not open directly into the training, look for myPDCA in the My Courses block.

• myPDCA Overview (NMC eLearning)



Step Two: Getting Started with myPDCA

Get started preparing for your Annual Review/Goal Setting Meeting(s) and work with your employee/supervisor to set SMART Goals.

• myPDCA Getting Started (may be prompted to log into NMC eLearning)

Step Three: Documenting the Goal Plan

• Welcome to WingSpan (Introduction) • Entering Goals into WingSpan (Everyone) • Approving Goals in WingSpan (Supervisor) • WingSpan Login (*Remember to click "Login with External Authentication first"*)

Step Four: Check/ Adjust

• Conducting Effective Check Meetings (Everyone) (may be prompted to log into NMC eLearning) • Providing Effective Feedback:

o for Supervisors (may be prompted to log into NMC eLearning) o to Co-workers (may be prompted to log into NMC eLearning)

• Updating Goals in WingSpan (Everyone) • Crucial Accountability (coming soon)

Toolbox

• myPDCA WingSpan Training Videos • myPDCA Employee Worksheet • myPDCA Supervisor Worksheet • Foundational Competency List • myPDCA Annual Review Form • SMART Goal Assessment Tool • Facilitating the Conversation • Providing Effective Feedback Checklist



Board Goal 6, Target 3: By June 2015, accelerate alignment between Workforce Planning and Recruitment/Selection process with the competency model (MC) The Talent I and Talent II Action Projects have served to support this strategic direction. As noted in the Action Project reports, Talent I addressed the need to formalize the introduction of new employees into the NMC culture of continuous improvement and learner-centered purposes, Talent II to identify and connect NMC foundational competencies into the long-view strategy of retention and professional development. This project is on track toward the alignment of competencies from attraction and recruitment through performance outcomes.

Talent II: Integration of Foundational Competencies

As part of the AQIP Talent Project, Talent Phase II, the Action Project Team conducted focus groups, gathered employee feedback, and determined competencies that are essential for all NMC employees. These “Foundational Competencies” are a required price of admission for prospective employees being considered for and hired into vacant positions to establish a fit with NMC’s culture. NMC’s Foundational Competencies are listed below:

FOUNDATIONAL COMPETENCIES: Essential for all NMC employees

• Ethical behavior and integrity • Commitment to lifelong learning • Commitment to quality service, responsible stewardship, continuous improvement • Create/Contribute to a culture of innovation and thoughtful risk-taking • Agility/adaptability/tolerance for ambiguity • Collaboration/Team work • Accountability/personal responsibility • Value all people

Talent Phase I began with the orientation/onboarding process. In an effort to connect these new competencies with recruitment and selection, Human Resources staff has integrated the Foundational Competencies into NMC’s employee recruitment process as part of attracting talent in the following ways:

• The Foundational competencies have been added to NMC’s job postings to allow applicants to self-identify their fit with NMC’s culture and values. • The Foundational Competencies are being used in on-campus interview questions so search teams can make a conscientious effort to compare candidate’s

responses with NMC’s competencies and identify those who fit the competencies. • Search teams are also give an evaluation table to assist in comparing candidates’ responses and identify the candidates who are the best fit for the

department and the institution.



Foundational competencies have also been integrated into existing employee processes. The MyPDCA performance review process uses a list of Foundational Competencies to facilitate conversations between supervisors and employees about further developing these competencies for employee’s current and/or future roles.

As part of NMC’s continuous improvement process, Human Resource Staff will continue to integrate all of NMC’s competencies to promote employee development for leadership development and succession planning.



STRATEGIC GOALS METRICS/TARGETS Review Fiscal Thriveability (IE3, IE5) B7. NMC will develop and implement a budget plan that includes

expansion of revenue opportunities along with operational efficiencies to assure fiscal thriveability. B7

1. By June 2014, build infrastructure and invest in talent in order to incubate Portfolio B plan components to include emerging markets. B7_T1

2. By June 2014, develop and strategically align business plans for Learner Group 2 and Learner Group 3 service providers. B7_T2

3. By June 2014, evaluate the future of power plant co-generation for NMC energy needs and technician programming. B7_T3

4. By June 2014, increase net return to the college from the NMC Foundation. B7_T4

5. By June 2014, evaluate plans to operationalize and monetize Campus Master Plan. B7_T5

6. By August 2014, evaluate Headlee Reinstatement B7_T6

BOT-Level Metrics 2013-2014 (version 20140103-MidYear) Fiscal Thriveability B7 NMC will develop and implement a budget plan that includes expansion of revenue opportunities along with operational efficiencies to assure fiscal thriveability. FY2010 FY2011 FY2012 FY2013 Target 1 Primary Reserves ratio (fiscal strength) 0.27 0.31 0.32 ↑ 0.20-0.40 2 Composite financial index; Compares unrestricted net assets to total expenses 3.32 3.05 3.62 ↑ 3.0-5.0 3 Net Operating Ratio; Net assets/total revenue 5.36% 3.29% 4.94% ↑ > 0 4 NMC Foudation Net Return $130K $130K $225K $281K $280K



At or above target

Board Goal 7, Target 1: By June 2014, build infrastructure and invest in talent in order to incubate Portfolio B plan components to include emerging markets. (TN)



Board Goal 7, Target 2: By June 2014, develop and strategically align business plans for Learner Group 2 and Learner Group 3 service providers. (MC)

This alignment project includes Extended Educational Services (Learner Group 2 – self-directed learners, non-credit seeking) and Training Services (Learner Group 3 – employer-directed, workplace based learners). The project is developing an integrated plan for professional development courses delivered through the EES catalog and serving both learner audiences. At this time, the focus of work includes:

• EES move to align with the academic semester schedule to optimize catalog production and improve leverage of credit and non-credit experiences of value to learners. This project will be completed by June, 2014.

• Training Services pooling employer feedback for development of PD short format, boot camp schedules integrated in EES catalog. • Establishing financial performance metrics for FY’15 specific to the PD catalog.

Board Goal 7, Target 3: By June 2014, evaluate the future of power plant co-generation for NMC energy needs and technician programming. (VC)

This report is intended to provide a brief update on the status of the Co-generation project. Ed Bailey and I have been in discussions with Traverse City Light and Power (TCLP) over the past several months. TCLP had a personnel change in early in 2013. Since that time we have been working with the new Executive Director, Tim Arends. Our discussions have been focused on analyzing the feasibility of generating power on the Front Street Campus as a model for future initiatives. On May 29, 2013 we signed a memorandum of understanding with TCLP for a feasibility and economic analysis study. TCLP has funded the study with the understanding that NMC would move forward with the project if the study was favorable. The initial completion date was September 2013. There has been a delay in gathering some additional information. We expect the study to be completed by January 15, 2014. Tim Arends will develop a plan by the end of January along with TCLP’s capital plan for the year. He will make a full presentation on this to the TCLP Board in February.





Board Goal 7, Target 4: By June 2014, increase net return to the college from the NMC Foundation. (RT)

Since January, 2013, Resource Development staff have been working with the President, Executive Staff, and Foundation Board to implement our strategic fundraising plan. A business plan for Resource Development and the NMC Foundation was adopted in the spring of 2013 to meet the board level strategic goal B7_T4: By June 2014, increase net return to the college from the NMC Foundation. Since July 1, we have been measuring progress toward goals set forth within the business plan.

The Resource Development Business Plan identified resources available from the College and Foundation, investments needed to build infrastructure and create new, sustainable fundraising programs for the future, and expected returns as a result of these investments.

• $383,117 was included in the FY14 Foundation budget to pay for operational expenses (i.e. transfer to College general fund). The remaining $414,535 (based on $797,652 below) is to be covered by the general fund. Due to position vacancies, etc we expect to finish the year with expenses less than budgeted.

• The business plan projects sustainable growth in the total dollars raised as a result of program implementation.

Actual FY12 Projected FY13

Actual FY13

Projected FY14

Projected FY15

Revenue $1,401,510 $1,250,000 $1,361,879 $1,764,335 $4,109,944

Bequests $4,500 $761,308

Total $1,406,010 $1,250,000 $2,123,187 $1,764,335 $4,109,944

Expenses $372,783 $469,929 $466,706 $797,652 $1,188,894

NET $1,028,727 $780,071 $895,173 $966,683 $2,921,050

• The business plan illustrates a comprehensive campaign to begin in FY’15. Based on a $15M campaign goal, $4,109,944is projected in gifts and commitments in FY’15 and 5,810,000 in FY’ 16. Expenses are also reflective of a campaign.

• The NET revenue illustrated above reflects dollars raised net of foundation operating expenses. This does not reflect net dollars to the College, however. As part of our annual budgeting process, staff will budget annual contributions from the Foundation to the College for operating expenses, programs, and scholarships from appropriate Foundation sources.

Key Components of the plan: It is difficult to look at any single piece of the fundraising system in isolation. Key elements of the program include the new Annual Fund, infrastructure development including use of our database system, campaign and fund structure, staffing, policies and procedures, and strengthening our focus on major gifts/major donors.



In the coming months we will begin to develop a case for support for a comprehensive campaign and also plan to begin an alumni relations program in FY15. Status update: We are halfway through the fiscal year and we have seen promising results so far. The total fundraising goal is $1.7M (exclusive of bequests); $200,000 of which will come from the Annual Fund campaign. $108,000 has been secured for the Annual Fund to date. Overall, we have raised $722,336 exclusive of bequests which puts us $96,714 ahead of last year at this time. To achieve the financial goals, we have established “activity metrics” to measure staff performance relative to fundraising outcomes. Our goal is to average 17 face to face visits per month and we have achieved this goal over the past 5 months, since tracking began. Though we are on track so far, it is too early to tell where we will end up. Much will depend on major gift solicitations to occur this spring, and donor responses. We have also endured some staffing challenges and are still in the midst of a search for our Annual Giving Specialist. This has impacted the ability of our Director of Development to focus the majority of his time on major donors. We also continue to work on clarifying our message and communicating a compelling case for support to our broad base of constituents. We will continue to develop a strategic marketing and communications plan for the Foundation in the coming months. This will become increasingly important as we begin a comprehensive fundraising campaign. All of us in Resource Development and the NMC Foundation are looking forward to more fully engaging with College leadership and the community to meet the evolving needs of the College.

Board Goal 7, Target 5: By June 2014, evaluate plans to operationalize and monetize Campus Master Plan. (VC)

This report is intended to provide an update on the implementation of the Campus Master Plan. Board Level Goal B7, Target 5 states that we will evaluate plans to operationalize and monetize the Campus Master Plan. Several steps have been taken to meet the June 2014 target date. The Board of Trustees approved the Campus Master Plan at the March 2013 Board of Trustees meeting. (Attachment A - Rationale) The projects identified include:

1. Multi-Discipline Student Learning Center (West Hall renovation) 2. Osterlin Building renovation 3. Student Housing 4. Expansion and renovation of Rajkovich building 5. New drive at the University Center



In order for NMC to act on these projects it is important to understand some of the funding options available to community colleges. • Michigan Capital Outlay process as defined by the Joint Capital Outlay Subcommittee (JCOS) • NMC’s net assets available in the Plant Fund • NMC’s debt capacity as defined by law – Voted bonds /Non-voted bonds • Public Private Partnerships (P3)

JCOS Process The State of Michigan requires community colleges and universities to submit capital outlay plans annually. The plan is the basis of the review process for funding. Once a project has been authorized for planning it must develop and submit architectural drawings for final review and authorization for construction. (Attachment B – Michigan Capital Outlay Process). NMC has proposed the Multi-Discipline Student Learning Center as our number one project for the last 5 years. If approved, NMC would be required to match the project at 50% or $10 million dollars. Our portion of the cost would be spent prior to receiving any state funding. Debt Capacity After the approval of the campus master plan, the administration contacted Stauder Barch, bond consultants, to conduct a review of NMC’s debt capacity and funding options. Based on the Stauder Barch analysis, NMC has the capacity to bond for $33 million without voter approval. The amount that can be bonded will increase as our current bond is paid down. The table below summarizes our debt capacity as bonds are paid off. (Attachment C – Stauder Barch report) A voted bond should be used for projects that can show a general benefit to all students or the community at large. Since a housing project is very specific, this type of funding is generally not used. NMC could use this type of funding for other capital projects in the campus master plan such as the Student Multi-Discipline Learning Center. According to the review by Stauder Barch, a ¼ mill over 25 years would enable us to borrow $18 million toward capital projects. Public Private Partnerships (P3) As we have found through the review of bonding capacity, there are limited funds that are available for capital projects. An alternative to funding projects is the P3 model. Many universities and colleges have moved to this model for housing, recreational and physical education facilities. An advantage to this type of funding is that NMC’s bonding ability can be used for academic buildings that a private developer would not fund. Second, a developer brings expertise which generates a reduction in construction time and costs. Next steps We begin the planning stage with the implementation of a timeline for the four major projects proposed. Work to be completed in the next several months includes:

• Discussions with the City to determine if apartment housing can be moved to the entrance off of Eastern Avenue • Develop an RFP for a developer of apartment housing – this will enable us to build residential apartments without the use of college funds. • Meet with Architects to develop a proposal for renovation of the Osterlin building



• Develop architectural drawings for Multi-Discipline Student Learning Center (west hall renovation)

An update of these projects will be given to the board as we proceed. Board updates will include a presentation on any project with rationale for construction. A tentative timeline for these projects are:

• Proposal for renovation of Osterlin building by June 2014 • Apartment solution and recommendation to the Board by December 2014

Current projects that may impact the overall campus master plan are discussions with Cambria Suites on a partnership to provide up to 80 units of housing and our ongoing analysis with TCLP on the co-generation project.

The funding for the Multi- Discipline Student Learning Center is dependent on the State’s capital outlay allocations but we will begin to develop funding models for our 50% match toward the project. Funding of this project will require college contribution, private donations and state funds. A plan for both the college contribution and private donations will begin during the 2015 budget cycle.

Attachments: (a) September, 2012 memo –Rational for projects (b) Flow chart of Michigan Capital Outlay process (c) Financing report from Stauder Barch (d) Historical housing numbers and projections for 2014 & 2015



_____________________________________________________________________

To: Timothy J. Nelson, President From: Vicki Cook, VP Finance and Administration Date: September 13, 2012 Subject: Campus Master Plan The campus master plan will guide how the physical campus helps to move us toward the established strategic goals. As you review the background information and proposed projects we would like you to consider these questions:

1. Have we asked the right questions? 2. Do these projects lead to a physical plant that supports the strategic goals? 3. Are there other considerations we should include?

The plan should be driven by our academic and enrollment plans in addition to the assumptions that we make on how technology and learner needs will inform the process. In order to help frame the conversation around the campus master plan the framing assumptions should lead the discussion. The assumptions help in answering where we want to be in the next five to ten years. The discussion at the study session is intended to be a starting point for prioritization and staging considerations. Significant Framing Assumptions

1. What is the future role of a “destination for learning?” a. Under a portfolio B approach, destination and experience learning will grow.

2. What is the role of physical facilities in the future of learning? a. There will be a mixture with an increase in virtual learning, simulation, and specialized facilities.

3. What is the importance of enhancing a physical community? a. As virtual interactions continue, the college will become a more important physical community hub or center.

4. What is the expectation for enrollment levels and types? a. Enrollment will be at about the 5,000 to 5,500 level but will change in composition to include more out-of-district, national and

international learners.

MEMO

Attachment A



5. What is the return on investment?

a. Establishing expected returns on facilities and programs will continue to be a part of the decision matrix. 6. Investigate partnerships for plant projects.

a. Project ownership may be NMC, public/public, public/private, leased, etc. Each method should be vetted.

Background: The executive staff evaluated the proposed projects that were presented at the August board meeting. As a starting point the framing assumptions were part of the discussion. In addition to the framing assumptions, we evaluated the projects based on:

1. The 5 strategic directions/or continuous improvement. 2. Was there data to demonstrate an immediate or future need? 3. Was there a business model that demonstrated financial thriveability? 4. Evaluate the project on the basis of the 8 prioritization criteria (listed in the table).

The table below evaluates the projects that have met the first three above criteria and at least one of the eight prioritization criteria.

Project Total Cost Osterlin renovation proposed costs $2.5 million Housing solution $27 million West Hall Student Center $18.3 million Physical Education building $8.2 million UC Driveway $326k

Project Support Strategic

Plan

Meet current capacity

need

Create excess capacity for undefined

growth

Safety issue

Meet planned for

capacity requirement

Cosmetic Learner expectation

Time sensitivity

Osterlin x x x x x x x Housing solution x x x x x x x West Hall Student center

x x x x x

Physical Ed x x x x UC Driveway x



Additionally, we identified projects that fit the strategic agenda but were not prioritized based on the need for further analysis. The breakdown below summarizes these projects:

Programmatic Transformation Business Case w/ROI

Future Consideration

Fine Arts both projects $3.1M UC Water Studies Lab $328K Parsons-Stulen ($tbd) UC Land/Hard Scape $166K Fine Arts Rehearsal Office $2.1M Boardman Dock/Stairs $126K Dennos $3.3M Great Lakes Classroom $724K Eastern Ave $19M Parking ($$ listed in Infrastructure) Automotive (Lab, class, park) $2.2M Recreation Fields

($$ listed in Infrastructure) Rogers Classroom Storage $242K Aviation Hangar $1.7M Power Plant – Cogeneration ($tbd)

Several projects were categorized as a part of annual planned maintenance and we propose moving those to our annual plant fund budget. The projects include DMC loading dock ($83k), Rogers Observatory sidewalk ($23k), and storm water project ($30k). Next steps: As we move forward in finalizing the campus master plan our next steps include gathering additional data regarding need and capacity, continuing to examine partnerships and alternative funding sources, and analysis cost of investment including lifetime costs of the project.



NORTHWESTERN MICHIGAN COLLEGE

FACILITIES FINANCING REPORT

JULY 2013

Stauder, Barch & Associates, Inc. 3989 Research Park Drive

Ann Arbor, Michigan 48108 734-668-6688

Attachment C

NMC Facilities Financing Report

TABLE OF CONTENTS

A. Capital Project Needs.................................................................................................. 1

B. Financing of Campus Wide Improvements ................................................................ 1

C. Financing of Housing Facilities.................................................................................. 1

D. Outstanding Bonds...................................................................................................... 2

E. Support for Outstanding Bonds .................................................................................. 2

F. Bonding Capacity ....................................................................................................... 2

1. Voted Bonds Limit.............................................................................................. 2 2. Non-Voted Bonds Limit ..................................................................................... 2

G. Financing Options....................................................................................................... 3

1. Campus Improvement Needs.............................................................................. 3 a. Voted Bonds.................................................................................................... 3 b. Non-Voted Bonds ........................................................................................... 3

2. New Housing Facilities....................................................................................... 4

a. The Project ...................................................................................................... 4 b. Project Financing ............................................................................................ 4

Table 1 – Outstanding Voted Bonds Table 2 – Outstanding Non-Voted Bonds Table 3 – Facility Fee Revenue Table 4 – Millage Projection for Existing Voted Bonds Table 5 – Legal Debt Margins Table 6 – Millage Projection for Campus Improvements Using Voted Bonds Table 7 – Apartment Financing Pro Forma Cash Flow

Attachment C


Stauder, Barch & Associates 1

A. Capital Project Needs The College Master Plan has identified capital project needs of $44 million including $18

million for campus wide improvement projects and $26 million for building new and

replacement of old apartments. The College may use a mix of sources to fund its projects

including plant funds, philanthropy and voted or non-voted bonds.

B. Financing of Campus Wide Improvements Community colleges can fund major capital improvement projects either by issuance of

non-voted bonds or voted bonds. In the past, Northwestern has used both types of bonds

for its capital improvement needs. Non-voted bonds are typically used when 1) the debt

capacity exists and 2) a revenue source will be readily available to support annual debt

service over the entire term of the borrowing. Repayment sources may include general

funds, plant funds or specific student fees. Northwestern has specific student fees already

in place for technology and facility purposes.

Voted bonds are typically used when voter input is desired, there is no revenue source

available and/or additional revenue is needed to support the annual bond repayment cost.

Voted bonds also tend to provide a lower cost of borrowing consistent with the stronger

security pledge they provide to investors.

C. Financing of Housing Facilities Because apartments (and residence halls) do not provide a general benefit to all students

or the community at large, although permissible, funding these facilities is not typically

done with voted bonds. In fact the benefit of the facilities is so specific that many years

ago some community college housing facilities were funded using revenue bonds entirely

backed by rental fees. This type of financing assures that such facilities are entirely self

supporting. Revenue bond financing is no longer used for community college housing

facilities.

Attachment C



D. Outstanding Bonds As of May 2, 2013, the College has $18,780,000 of voter authorized bonds (Table 1) and

$1,610,000 of non-voted bonds outstanding. (Table 2)

E. Support for Outstanding Bonds The non voted bonds require payments of approximately $250,000 per year through 2015

and $180,000 per year through 2022. Payments are supported in part by revenues from

dormitory operations and from a facilities fee assessed to out of District and out of State

students on a contract hour basis. The facility fee is currently at $4.00 per contact hour

generating approximately $211,000 per year. (Table 3)

The voted bonds require annual payments of approximately $3,230,000 through 2020 and

are supported by a property tax levy of approximately ¾ of a mill. (Table 4)

F. Bonding Capacity The College is permitted to issue bonds for capital improvement projects under

provisions of the Community College Act subject to the following limits.

1. Voted Bonds Limit The capacity to issue voted bonds of the College is 15% of SEV or $782 million. With

$20.39 million of total bonds outstanding, the capacity is $761.6 million and of course,

subject to voter approval. (Table 5)

2. Non-Voted Bonds Limit The Board is authorized to issue bonds without additional voter authorization in an

amount not greater than 1.5% of the first $250 million of State Equalized Value and 1%

of SEV thereafter. Based on the 2013 SEV of $5.21 billion, the non-voted bonding limit

is $53,385,000. With $20.39 million of total bonds outstanding, the remaining capacity is

$33 million. It should be noted that outstanding voted bonds and any voted bonds that

Attachment C



have been authorized but not yet issued, count against the non-voted bond debt limit.

(Table 5)

Based on total project needs of $44 million, the College does not currently have

sufficient capacity to finance all of these projects with non-voted bonds all at one

time. Due to roll-off of existing bonds, additional bonding capacity will be gained over

the next few years. Based on a 2% annual growth of SEV and no new bonding, the

bonding capacity would increase rapidly as follows:

Remaining Non-Voted

Fiscal Projected Non Voted Bonds BondingYear SEV +2% Debt Limit Outstanding Capacity2014 5,213,555,306$ $53,385,553 $20,390,000 $32,995,5532015 5,317,826,412 54,428,264 17,850,000 36,578,264 2016 5,424,182,940 55,491,829 15,190,000 40,301,829 2017 5,532,666,599 56,576,666 12,485,000 44,091,666 2018 5,643,319,931 57,683,199 9,655,000 48,028,199 2019 5,756,186,330 58,811,863 6,690,000 52,121,863

G. Financing Options 1. Campus Improvement Needs Campus improvement needs totaling $18,000,000 can be financed within the current non-

voted debt capacity or can be financed with voted bonds. Annual payments to support

debt service on a 20 year financing at a 4.5% interest rate averages $1,430,000.

a. Voted Bonds If these improvements were funded using voted bonds, the impact on the College’s bond

millage would be about ¼ of a mill, raising the total bond millage to just under 1 mill.

(Table 6)

b. Non-Voted Bonds If the improvements were funded using non-voted bonds and repaid entirely from student

fees, the additional cost per contact hour would be as follows:

Attachment C



If paid by all students - $13.00 per hour increase

If paid by out of district and out of state students - $27.00 per hour increase

2. New Housing Facilities a. The Project The College is considering adding significantly more apartment housing to support

current and projected demand. Current apartment housing capacity is 36 and plans under

consideration would replace the existing apartments with new apartments with capacity

for as many as 300. The configuration may include single, double or four person

occupancy so the number of apartments has not been determined. Current cost of this

project was indicated to be approximately $26,000,000.

b. Project Financing In order to accomplish financing for this project and remain within borrowing limits, it

would likely need to be constructed in phases and an accommodation will need to be

made to pay loan interest during the construction period before rental revenue will be

taken in. If the loan interest is included in the borrowing for a 2 year period in each

phase, total financing needs would increase to $29,000,000 to $30,000,000. Interest

during construction may also be funded from reserves.

Debt service to support this amount with a 25 year repayment term at 5% would

approximate $2,200,000 per year. (Table 7) Based on 300 residents, the cost per month is

equivalent to approximately $625 per month. Operating cost per unit based on current

experience on existing apartments is about $350 per month. Due to scale, the equivalent

cost per unit for 300 residents is estimated at $300 per month. The combined cost per

resident is projected at $925 to $950 per month. Current rental rates are $650 per person

based on double occupancy and $775 based on single occupancy.

Several factors can impact the required rental rates including number of units built,

configuration of units, actual cost of the project, whether interest is funded during

construction, operational costs and so on. Further information on the cost of the project

Attachment C



and operating costs would be needed to refine these estimates. A market study to assess

demand and comparability of rental rates should also be considered.

The above pertains to housing facilities constructed and financed by the College. The

College may also look to partner with the private sector to provide these facilities.

Attachment C

Stauder, Barch & Associates, Inc.

NORTHWESTERN MICHIGAN COLLEGEEXISTING UNLIMITED TAX DEBT: BEFORE ADDITIONAL BONDING - TABLE 1

* NIC calculated from: 05/01/13

UNLIMITED TAX GENERAL OBLIGATION REFUNDING BONDS, SERIES 2005 UNLIMITED TAX GENERAL OBLIGATION REFUNDING BONDS, SERIES 2009Original Amount: $23,195,000 Original Amount: $3,645,000

Net Interest Cost: 5.000% Net Interest Cost: 3.881%Maturities >=2016 Callable >= 4/1/16 @100 Maturities >=2019 Callable >= 4/1/18 @100

Fiscal $16,185,000 Current Interest Bonds Dated 03/31/05 $2,595,000 Current Interest Bonds Dated 08/11/09 TOTAL DEBTYear Interest Interest Principal Interest Interest Principal

Tax Ended Due Due Interest Due Total Due Due Interest Due Total Total TotalYear 6-30, Nov 1 May 1 Rate May 1 P&I Nov 1 May 1 Rate May 1 P&I Principal P&I2013 2014 $404,625 $404,625 5.000% $2,000,000 $2,809,250 $47,897 $47,897 3.000% $325,000 $420,794 $2,325,000 $3,230,0442014 2015 354,625 354,625 5.000% 2,085,000 2,794,250 43,022 43,022 3.250% 350,000 436,044 2,435,000 3,230,2942015 2016 302,500 302,500 5.000% 2,195,000 2,800,000 37,334 37,334 3.375% 355,000 429,669 2,550,000 3,229,6692016 2017 247,625 247,625 5.000% 2,305,000 2,800,250 31,344 31,344 3.750% 365,000 427,688 2,670,000 3,227,9382017 2018 190,000 190,000 5.000% 2,420,000 2,800,000 24,500 24,500 4.000% 380,000 429,000 2,800,000 3,229,0002018 2019 129,500 129,500 5.000% 2,535,000 2,794,000 16,900 16,900 4.250% 400,000 433,800 2,935,000 3,227,8002019 2020 66,125 66,125 5.000% 2,645,000 2,777,250 8,400 8,400 4.000% 420,000 436,800 3,065,000 3,214,0502020 2021 0 0 0.000% 0 0 0 0 0.000% 0 0 0 02021 2022 0 0 0.000% 0 0 0 0 0.000% 0 0 0 02022 2023 0 0 0.000% 0 0 0 0 0.000% 0 0 0 02023 2024 0 0 0.000% 0 0 0 0 0.000% 0 0 0 02024 2025 0 0 0.000% 0 0 0 0 0.000% 0 0 0 02025 2026 0 0 0.000% 0 0 0 0 0.000% 0 0 0 02026 2027 0 0 0.000% 0 0 0 0 0.000% 0 0 0 02027 2028 0 0 0.000% 0 0 0 0 0.000% 0 0 0 02028 2029 0 0 0.000% 0 0 0 0 0.000% 0 0 0 02029 2030 0 0 0.000% 0 0 0 0 0.000% 0 0 0 02030 2031 0 0 0.000% 0 0 0 0 0.000% 0 0 0 02031 2032 0 0 0.000% 0 0 0 0 0.000% 0 0 0 02032 2033 0 0 0.000% 0 0 0 0 0.000% 0 0 0 0

$1,695,000 $1,695,000 $16,185,000 $19,575,000 $209,397 $209,397 $2,595,000 $3,013,794 $18,780,000 $22,588,794

ExDebt Update 2013.xls1:27 PM07/23/13

Attachment C

Stauder, Barch & Associates, Inc.

FiscalYear

Tax EndedYear 6-30,2013 20142014 20152015 20162016 20172017 20182018 20192019 20202020 20212021 20222022 20232023 20242024 20252025 20262026 20272027 20282028 20292029 20302030 20312031 20322032 2033

NORTHWESTERN MICHIGAN COLLEGEEXISTING LIMITED TAX DEBT - TABLE 2

2002 COMMUNITY COLLEGE ENERGY NOTES 2012 COMMUNITY COLLEGE REFUNDING BONDSOriginal Amount: $565,000 Original Amount: $1,620,000

Net Interest Cost: 4.568% Net Interest Cost: 2.050%Non-callable Non-Callable

$135,000 Current Interest Bonds Dated 04/01/02 $1,475,000 Current Interest Bonds Dated 02/28/12 TOTAL LT DEBTInterest Interest Principal Interest Interest Principal

Due Due Interest Due Total Due Due Interest Due Total Total TotalNov 1 May 1 Rate May 1 P&I Nov 1 May 1 Rate May 1 P&I Principal P&I

$3,073 $3,073 4.500% $65,000 $71,145 $15,119 $15,119 2.050% $150,000 $180,238 $215,000 $251,3831,610 1,610 4.600% 70,000 73,220 13,581 13,581 2.050% 155,000 182,163 225,000 255,383

0 0 0.000% 0 0 11,993 11,993 2.050% 155,000 178,985 155,000 178,9850 0 0.000% 0 0 10,404 10,404 2.050% 160,000 180,808 160,000 180,8080 0 0.000% 0 0 8,764 8,764 2.050% 165,000 182,528 165,000 182,5280 0 0.000% 0 0 7,073 7,073 2.050% 165,000 179,145 165,000 179,1450 0 0.000% 0 0 5,381 5,381 2.050% 170,000 180,763 170,000 180,7630 0 0.000% 0 0 3,639 3,639 2.050% 175,000 182,278 175,000 182,2780 0 0.000% 0 0 1,845 1,845 2.050% 180,000 183,690 180,000 183,6900 0 0.000% 0 0 0 0 0.000% 0 0 0 00 0 0.000% 0 0 0 0 0.000% 0 0 0 00 0 0.000% 0 0 0 0 0.000% 0 0 0 00 0 0.000% 0 0 0 0 0.000% 0 0 0 00 0 0.000% 0 0 0 0 0.000% 0 0 0 00 0 0.000% 0 0 0 0 0.000% 0 0 0 00 0 0.000% 0 0 0 0 0.000% 0 0 0 00 0 0.000% 0 0 0 0 0.000% 0 0 0 00 0 0.000% 0 0 0 0 0.000% 0 0 0 00 0 0.000% 0 0 0 0 0.000% 0 0 0 00 0 0.000% 0 0 0 0 0.000% 0 0 0 0

$4,683 $4,683 $135,000 $144,365 $77,798 $77,798 $1,475,000 $1,630,595 $1,610,000 $1,774,960

ExDebt Update 2013.xls1:27 PM07/23/13

Attachment C

NORTHWESTERN MICHIGAN COLLEGETechnology Fee and Facilities Maintenance Fee - TABLE 3Projected 20 year cash flow

Contact Hr Basis

TECHNOLOGY FEE FACILITIES FEEAssumed All Students Out of District & Out of State Students

Fiscal Enrollment Total Annual Total AnnualYear Change Contact Hrs Rate Revenue Contact Hrs Rate Revenue2013 110,000 8.00$ 880,000$ 52,800 4.00$ 211,200$ 2014 0.0% 110,000 8.00$ 880,000$ 52,800 4.00$ 211,200$ 2015 0.0% 110,000 8.00$ 880,000$ 52,800 4.00$ 211,200$ 2016 0.0% 110,000 8.00$ 880,000$ 52,800 4.00$ 211,200$ 2017 0.0% 110,000 8.00$ 880,000$ 52,800 4.00$ 211,200$ 2018 0.0% 110,000 8.00$ 880,000$ 52,800 4.00$ 211,200$ 2019 0.0% 110,000 8.00$ 880,000$ 52,800 4.00$ 211,200$ 2020 0.0% 110,000 8.00$ 880,000$ 52,800 4.00$ 211,200$ 2021 0.0% 110,000 8.00$ 880,000$ 52,800 4.00$ 211,200$ 2022 0.0% 110,000 8.00$ 880,000$ 52,800 4.00$ 211,200$ 2023 0.0% 110,000 8.00$ 880,000$ 52,800 4.00$ 211,200$ 2024 0.0% 110,000 8.00$ 880,000$ 52,800 4.00$ 211,200$ 2025 0.0% 110,000 8.00$ 880,000$ 52,800 4.00$ 211,200$ 2026 0.0% 110,000 8.00$ 880,000$ 52,800 4.00$ 211,200$ 2027 0.0% 110,000 8.00$ 880,000$ 52,800 4.00$ 211,200$ 2028 0.0% 110,000 8.00$ 880,000$ 52,800 4.00$ 211,200$ 2029 0.0% 110,000 8.00$ 880,000$ 52,800 4.00$ 211,200$ 2030 0.0% 110,000 8.00$ 880,000$ 52,800 4.00$ 211,200$ 2031 0.0% 110,000 8.00$ 880,000$ 52,800 4.00$ 211,200$ 2032 0.0% 110,000 8.00$ 880,000$ 52,800 4.00$ 211,200$

17,600,000$ 4,224,000$

Attachment C

BEFORE ADDITIONAL BONDING - TABLE 4 Taxable Value Growth HistoryNORTHWESTERN MICHIGAN COLLEGE 2008 $4,234,888,638

COUNTY OF GRAND TRAVERSE, STATE OF MICHIGAN 2009 4,478,431,081 5.75%UNLIMITED TAX BONDS 2010 4,392,056,686 -1.93%

Schedule of Estimated Millage Needed to Retire Bonded Debt 2011 4,298,414,642 -2.13%2012 4,286,130,690 -0.29%

Notes: Collection Cycle Current Levy 0.7500 2013 4,396,631,123 2.58%July Levy: 50% Average Growth Rate: 0.80%

Plus: (Use) of MillsF/Y Capitalized 5.00% Funds on Needed

Tax End Existing Debt or Accrued Allow for Hand Net Projected Growth AllYear 6-30, $18,780,000 Interest Delinq. $164,677 Existing Debt Txbl Value [1] Rate Debt2013 2014 $3,230,044 $0 $162,945 ($134,096) $3,258,893 $4,345,190,213 2.58% 0.752014 2015 3,230,294 (23,543) 3,206,750 4,453,819,968 2.50% 0.722015 2016 3,229,669 (7,038) 3,222,631 4,565,165,467 2.50% 0.712016 2017 3,227,938 0 3,227,938 4,679,294,604 2.50% 0.692017 2018 3,229,000 0 3,229,000 4,796,276,969 2.50% 0.672018 2019 3,227,800 0 3,227,800 4,916,183,893 2.50% 0.662019 2020 3,214,050 0 3,214,050 5,039,088,490 2.50% 0.642020 2021 0 0 0 5,165,065,703 2.50% 0.002021 2022 0 0 0 5,294,192,345 2.50% 0.002022 2023 0 0 0 5,426,547,154 2.50% 0.002023 2024 0 0 0 5,562,210,833 2.50% 0.002024 2025 0 0 0 5,701,266,103 2.50% 0.002025 2026 0 0 0 5,843,797,756 2.50% 0.002026 2027 0 0 0 5,989,892,700 2.50% 0.002027 2028 0 0 0 6,139,640,017 2.50% 0.00

$22,588,794 $0 $162,945 $22,587,061

[1] Includes $18,559,090 of Equivalent IFT Valuations & Less DDA/TIFA Debt Captures of $70,000,000 . kcg

05/17/122012 IFTs and Captures are estimated

ExDebt Update 2013.xlsBefore Millage STAUDER, BARCH & ASSOCIATES, INC. (734) 668-6688 07/25/13

Attachment C

NORTHWESTERN MICHIGAN COLLEGE - TABLE 5LEGAL DEBT MARGINS

2013 State Equalized Valuation 5,213,555,306$

Voted Debt Limit as of May 2, 2013

15% of SEV 782,033,296$

UTGO Debt Outstanding 18,780,000$ LTGO Debt Outstanding 1,610,000Total All Bond Debt Outstanding 20,390,000

Additional Voted Debt Margin 761,643,296$

Non-Voted Debt Limit as of May 2, 2013

1.5% of First $250 million 3,750,000$ 1% of SEV over $250 million 49,635,553

Total Debt permitted without a vote 53,385,553$

UTGO Debt Outstanding 18,780,000$ LTGO Debt Outstanding 1,610,000Total All Bond Debt Outstanding 20,390,000

Additional Non-Voted Debt Margin 32,995,553$

Attachment C

TABLE 6 - CAMPUS IMPROVEMENTS FINANCED WITH VOTED BONDS Dated: May 1, 14 Ad Valorem T.V. Growth History AvgDelivery: May 1, 14 2008 $4,234,888,638 Growth

$18,260,000 Bond Term: 20 yrs, 0 mos 2009 4,478,431,081 5.75% 0.80%NORTHWESTERN MICHIGAN COLLEGE Average Life: 12.592 2010 4,392,056,686 (1.93%)

COUNTY OF GRAND TRAVERSE, STATE OF MICHIGAN 1:5 Ratio: TRUE 2011 4,298,414,642 (2.13%)PROPOSED 2014 COMMUNITY COLLEGE FACILITIES BONDS N.I.C.: 4.50% 2012 4,286,130,690 (0.29%)

(GENERAL OBLIGATION - UNLIMITED TAX) [2] Debt/TV: 0.82% 2013 4,396,631,123 2.58%[2] Debt/(TV+IFT): 0.83% July Debt Levy: 50%

Schedule of Estimated Millage Needed to Retire Bonded Debt Maximum Levy 0.98 Avg. Mills Current Levy 0.75 0.25 Mills

F/Y Existing Interest Interest Principal Total Plus Delq. Estimated Net Increase 0.23 Mills NeededTax End Debt Due Due Interest Due Total Existing & Allowance Facilities Fee Net Annual Projected Growth This AllYear 6-30, $18,780,000 Nov 1 May 1 Rate May 1 P&I Proposed Debt 5.00% Revenue Capital Costs Txbl Value [3] Rate Issue Capital2013 2014 $3,230,044 $0 $0 4.500% $0 $0 $3,230,044 $161,502 $0 $3,391,546 $4,345,190,213 2.58% 0.782014 2015 3,230,294 410,850 [1] 410,850 4.500% 300,000 1,121,700 4,351,994 0 4,351,994 4,453,819,968 2.50% 0.26 0.982015 2016 3,229,669 404,100 404,100 4.500% 375,000 1,183,200 4,412,869 0 4,412,869 4,565,165,467 2.50% 0.26 0.972016 2017 3,227,938 395,663 395,663 4.500% 400,000 1,191,325 4,419,263 0 4,419,263 4,679,294,604 2.50% 0.25 0.942017 2018 3,229,000 386,663 386,663 4.500% 400,000 1,173,325 4,402,325 0 4,402,325 4,796,276,969 2.50% 0.24 0.922018 2019 3,227,800 377,663 377,663 4.500% 425,000 1,180,325 4,408,125 0 4,408,125 4,916,183,893 2.50% 0.24 0.902019 2020 3,214,050 368,100 368,100 4.500% 450,000 1,186,200 4,400,250 0 4,400,250 5,039,088,490 2.50% 0.24 0.872020 2021 0 357,975 357,975 4.500% 950,000 1,665,950 1,665,950 0 1,665,950 5,165,065,703 2.50% 0.32 0.322021 2022 0 336,600 336,600 4.500% 975,000 1,648,200 1,648,200 0 1,648,200 5,294,192,345 2.50% 0.31 0.312022 2023 0 314,663 314,663 4.500% 1,000,000 1,629,325 1,629,325 0 1,629,325 5,426,547,154 2.50% 0.30 0.302023 2024 0 292,163 292,163 4.500% 1,050,000 1,634,325 1,634,325 0 1,634,325 5,562,210,833 2.50% 0.29 0.292024 2025 0 268,538 268,538 4.500% 1,075,000 1,612,075 1,612,075 0 1,612,075 5,701,266,103 2.50% 0.28 0.282025 2026 0 244,350 244,350 4.500% 1,100,000 1,588,700 1,588,700 0 1,588,700 5,843,797,756 2.50% 0.27 0.272026 2027 0 219,600 219,600 4.500% 1,125,000 1,564,200 1,564,200 0 1,564,200 5,989,892,700 2.50% 0.26 0.262027 2028 0 194,288 194,288 4.500% 1,150,000 1,538,575 1,538,575 0 1,538,575 6,139,640,017 2.50% 0.25 0.252028 2029 0 168,413 168,413 4.500% 1,175,000 1,511,825 1,511,825 0 1,511,825 6,293,131,018 2.50% 0.24 0.242029 2030 0 141,975 141,975 4.500% 1,200,000 1,483,950 1,483,950 0 1,483,950 6,450,459,293 2.50% 0.23 0.232030 2031 0 114,975 114,975 4.500% 1,225,000 1,454,950 1,454,950 0 1,454,950 6,611,720,776 2.50% 0.22 0.222031 2032 0 87,413 87,413 4.500% 1,250,000 1,424,825 1,424,825 0 1,424,825 6,777,013,795 2.50% 0.21 0.212032 2033 0 59,288 59,288 4.500% 1,300,000 1,418,575 1,418,575 0 1,418,575 6,946,439,140 2.50% 0.20 0.202033 2034 0 30,038 30,038 4.500% 1,335,000 1,395,075 1,395,075 0 1,395,075 7,120,100,118 2.50% 0.20 0.202034 2035 0 0 0 4.500% 0 0 0 0 0 7,298,102,621 2.50% 0.002035 2036 0 0 0 4.500% 0 0 0 0 0 7,480,555,187 2.50% 0.002036 2037 0 0 0 4.500% 0 0 0 0 0 7,667,569,067 2.50% 0.002037 2038 0 0 0 4.500% 0 0 0 0 0 7,859,258,293 2.50% 0.00

$22,588,794 $5,173,313 $5,173,313 $18,260,000 $28,606,625 $51,195,419 $161,502 $0 $51,356,921[1] 6 mos interest.[2] Includes $1,395,000 of Existing LTNQ debt and $16,455,000 of Existing UT debt as of Dated Date. kcg[3] Includes $18,559,090 of Equivalent IFT Valuations and Less DDA/TIFA Debt Captures of $70,000,000 .

TABLE 6 - STAUDER, BARCH & ASSOCIATES, INC. (734) 668-6688 07/25/13

Attachment C

APARTMENTS PRO FORMA CASH FLOW - TABLE 7NORTHWESTERN MICHIGAN COLLEGE

2014 COMMUNITY COLLEGE FACILITIES BONDS Building Cost 26,000,625(LIMITED TAX GENERAL OBLIGATION) Capitalized Interest 3,714,375

Total Project Cost 29,715,000SCHEDULE OF ESTIMATED REVENUES AND EXPENDITURES Other Funding 0

Bond Amount Needed 29,715,000ESTIMATED REVENUES ESTIMATED OPERATING EXPENSES

Rental Income Average 29,715,000 New Bonds Dated 5/1/14F/Y Units in Service Avg Rate / Average Var. Cost / Estimated Net Interest Interest Principal Total AnnualEnd Occup- Unit / Annual Total Fixed Unit / OM&R Revenue Due Due Interest Due Housing Capitalized Excess or6-30, Units Beds ancy Month Revenue Revenues Costs Month Expenses For Debt Nov-1 May-1 Rate May-1 Total Debt Interest (Shortfall)2014 18 36 95% 650 266,760 266,760 35,000 280 155,960 110,800 0 0 5.000% 0 0 0 110,8002015 18 36 95% 650 266,760 266,760 35,000 280 155,960 110,800 742,875 742,875 5.000% 0 1,485,750 1,485,750 (1,485,750) 110,8002016 50 100 95% 950 1,083,000 1,083,000 35,000 280 371,000 712,000 742,875 742,875 5.000% 0 1,485,750 1,485,750 (1,485,750) 712,0002017 100 200 95% 950 2,166,000 2,166,000 35,000 280 707,000 1,459,000 742,875 742,875 5.000% 715,000 2,200,750 2,200,750 (742,875) 1,1252018 150 300 95% 950 3,249,000 3,249,000 35,000 280 1,043,000 2,206,000 725,000 725,000 5.000% 755,000 2,205,000 2,205,000 1,0002019 150 300 95% 950 3,249,000 3,249,000 35,000 280 1,043,000 2,206,000 706,125 706,125 5.000% 790,000 2,202,250 2,202,250 3,7502020 150 300 95% 950 3,249,000 3,249,000 35,000 280 1,043,000 2,206,000 686,375 686,375 5.000% 830,000 2,202,750 2,202,750 3,2502021 150 300 95% 950 3,249,000 3,249,000 35,000 280 1,043,000 2,206,000 665,625 665,625 5.000% 870,000 2,201,250 2,201,250 4,7502022 150 300 95% 950 3,249,000 3,249,000 35,000 280 1,043,000 2,206,000 643,875 643,875 5.000% 915,000 2,202,750 2,202,750 3,2502023 150 300 95% 950 3,249,000 3,249,000 35,000 280 1,043,000 2,206,000 621,000 621,000 5.000% 960,000 2,202,000 2,202,000 4,0002024 150 300 95% 950 3,249,000 3,249,000 35,000 280 1,043,000 2,206,000 597,000 597,000 5.000% 1,010,000 2,204,000 2,204,000 2,0002025 150 300 95% 950 3,249,000 3,249,000 35,000 280 1,043,000 2,206,000 571,750 571,750 5.000% 1,060,000 2,203,500 2,203,500 2,5002026 150 300 95% 950 3,249,000 3,249,000 35,000 280 1,043,000 2,206,000 545,250 545,250 5.000% 1,115,000 2,205,500 2,205,500 5002027 150 300 95% 950 3,249,000 3,249,000 35,000 280 1,043,000 2,206,000 517,375 517,375 5.000% 1,170,000 2,204,750 2,204,750 1,2502028 150 300 95% 950 3,249,000 3,249,000 35,000 280 1,043,000 2,206,000 488,125 488,125 5.000% 1,225,000 2,201,250 2,201,250 4,7502029 150 300 95% 950 3,249,000 3,249,000 35,000 280 1,043,000 2,206,000 457,500 457,500 5.000% 1,290,000 2,205,000 2,205,000 1,0002030 150 300 95% 950 3,249,000 3,249,000 35,000 280 1,043,000 2,206,000 425,250 425,250 5.000% 1,350,000 2,200,500 2,200,500 5,5002031 150 300 95% 950 3,249,000 3,249,000 35,000 280 1,043,000 2,206,000 391,500 391,500 5.000% 1,420,000 2,203,000 2,203,000 3,0002032 150 300 95% 950 3,249,000 3,249,000 35,000 280 1,043,000 2,206,000 356,000 356,000 5.000% 1,490,000 2,202,000 2,202,000 4,0002033 150 300 95% 950 3,249,000 3,249,000 35,000 280 1,043,000 2,206,000 318,750 318,750 5.000% 1,565,000 2,202,500 2,202,500 3,5002034 150 300 95% 950 3,249,000 3,249,000 35,000 280 1,043,000 2,206,000 279,625 279,625 5.000% 1,645,000 2,204,250 2,204,250 1,7502035 150 300 95% 950 3,249,000 3,249,000 35,000 280 1,043,000 2,206,000 238,500 238,500 5.000% 1,725,000 2,202,000 2,202,000 4,0002036 150 300 95% 950 3,249,000 3,249,000 35,000 280 1,043,000 2,206,000 195,375 195,375 5.000% 1,810,000 2,200,750 2,200,750 5,2502037 150 300 95% 950 3,249,000 3,249,000 35,000 280 1,043,000 2,206,000 150,125 150,125 5.000% 1,905,000 2,205,250 2,205,250 7502038 150 300 95% 950 3,249,000 3,249,000 35,000 280 1,043,000 2,206,000 102,500 102,500 5.000% 2,000,000 2,205,000 2,205,000 1,0002039 150 300 95% 950 3,249,000 3,249,000 35,000 280 1,043,000 2,206,000 52,500 52,500 5.000% 2,100,000 2,205,000 2,205,000 1,0002040 150 300 95% 950 3,249,000 3,249,000 35,000 280 1,043,000 2,206,000 0 0 5.000% 0 0 0 2,206,000

11,963,750 11,963,750 29,715,000 53,642,500 53,642,500 -3,714,375____________

25-Jul-13PRS

Attachment C



Housing Review

Current state: Residential Hall (East Hall)

• Number of rooms 1st floor North – 20 South – 20 2nd floor North – 20 South – 20 3rd floor North – 20 South – 18 (Associate Supervisor room – 2 rooms) Total – 118 rooms

• History Fall Spring 2015 - 300 2015 - 300 2014 - 260 2014 - 260 2013 – 230 2014 – 230 2012 – 221 2013 – 201 2011 – 208 2012 – 196 2010 – 198 2011 – 199 2009 – 197 2010 – 193 2008– 186 2009 – 169 *2007 – 242 *2008 – 195 (* represents both East and West Halls) 2014 & 2015 are projected numbers

• Rooms are 12X17 (204 sq. ft.) • Rates: (meal plan separate)

o Double $5,325 per academic year ($2,662.50 per semester) o Single $7,275 per academic year ($3,637.50 per semester)

Apartments

• 36 apartments (32 two bedroom; 4 one bedroom) • Rates:

o $650 one bedroom o $775 two bedroom o Major utilities include (heat, electric, water, trash)

Attachment D



Growth opportunity • 54 studio suites @ 400 sq. ft. • 26 one bedroom suites @ 520 sq. ft. • Rates (1 bedroom double $7,455, studio double $6,656, studio singe $9,094)

Temporary housing

• 27 rooms • 12 single rooms at $725 per month or $8,700 academic year • 15 double rooms at $424 per month per person or $6,360 academic year

Board Goal 7, Target 6: By August 2014, evaluate Headlee reinstatement. (TN)



STRATEGIC GOALS METRICS/TARGETS Review Fiscal Thriveability (IE3, IE5) B8. NMC will expand community awareness efforts both

externally and internally. B8 1. By June 2014, implement NMC campus tours for the community and track

enrollment. B8_T1 2. By June 2014, conduct three (3) community conversations and one (1)

legislative breakfast. B8_T2 3. By December 2013, conduct five (5) employee conversations, including one

townhall meeting. B8_T3

BOT-Level Metrics 2013-2014 (version 20140103-MidYear) Fiscal Thriveability B8 NMC will expand community awareness efforts both externally and internally. 2011 2012 2013 2015 Target 1 Q1_1. I undersatnd how my job contributes to achieving NMC's strategic directions 87.6% 88.5% 87.4% ↓ tbd 2 Q1_2. I understand how my job contributes to institutional effectiveness improvements 84.6% 88.0% 83.2% ↓ tbd 3 Q1_5. NMC has a clear vision for the future. 79.1% 81.5% 80.2% ↓ tbd

Board Goal 8, Target 1: By June 2014, implement NMC campus tours for the community and track enrollment. (AD)

The first NMC community campus tour was held on November 14 from 1 p.m. to 5:30 p.m. Twenty-one community members attended and toured the Great Lakes Campus, all of our sites at the Aero Park Campus (Aero Park Laboratories, automotive, aviation, and the Parsons-Stulen Building), and the main campus. They finished the tour back at the Great Lakes Campus with hors d’oeuvres and a debriefing. They also filled out evaluation cards. They indicated they were impressed with the variety of programs NMC offers, the passion and enthusiasm of those who presented to them and each and every one of them noted that they will be recommending a tour like this to their friends.

Our next community tours will be scheduled for April and June 2014.

Board Goal 8, Target 2: By June 2014, conduct three community conversations and one legislative breakfast. (AD)

A community conversation was held October 21 with members of the 2013 Traverse City Business News 40 Under 40 group. More than twenty of the 40 Under 40 group attended to hear a short presentation about NMC by President Timothy J. Nelson and to engage in conversation about how young leaders in our community are looking to engage with the college. A second conversation is scheduled for the first week in March with members of that group to discuss the economic impact of NMC on our region.

A legislative breakfast was held Friday, December 6 with area legislators Howard Walker (Michigan Senate District 37), Darwin Booher (Michigan Senate District 35), Wayne Schmidt (Michigan House District 105), Greg MacMaster (Michigan House District 105), and Jamie Callahan, a staff



member from Rep. Potvin’s office (Michigan House District 102). Staff members of U.S. Representative Dan Benishek (Michigan 1st District) and U.S. Senator Carl Levin also were in attendance.

Board Goal 8, Target 3: By December 2013, conduct five employee conversations, including one town hall meeting. (AD)

• Employee conversations were held at different times and locations to encourage participation from employees across all campuses and work shifts:

o September 26, Osterlin Library 203, 5:30 p.m. o October 29, Great Lakes Campus 211, 10:30 a.m. o November 6, University Center Room 7, 3 p.m. o November 12, Facilities Break Room, 8 p.m. o December 6, Oleson Center, Room 112, 12:30 p.m.

• The town hall meeting for fall semester 2013 was held October 22 in the Milliken Auditorium at the Dennos Museum Center and a web stream was made available for employees who could not attend in person.

Community Awareness/Engagement Plan (AD) A timeline of activities and publications that will support NMC’s efforts to tell “our story” to the community.

Publications Area responsible Date Traverse City Business News “Inside NMC” special section Public Relations and Marketing November 1, 2013 NMC “Forward Thinking” Whitepapers (print version) President’s Office, Public Relations and

Marketing October, 2013 (ongoing)

NMC “Forward Thinking” Whitepapers (blogs.nmc.edu) Public Relations and Marketing October, 2013 (ongoing) Norwester newsletter/magazine Public Relations and Marketing October 2013

February 2014 June 2014 (ongoing)

Foundation Annual Report Foundation January 2014 Chamber of Commerce/Traverse Magazine Careers publication, spread on NMC

Public Relations and Marketing March/April 2014

NMC Annual Report Public Relations and Marketing May 2014 NMC 2.0 publication (focus on five-year plan) Public Relations and Marketing, President’s

Office July 2014

Blogs Explore Blog (explore.nmc.edu) Launched July 2013

(ongoing)



Continue to add student and faculty/staff bloggers Public Relations and Marketing Ongoing Create ad campaign around alumni profiles Public Relations and Marketing, Foundation December 2013 Incorporate testimonials from NMC Matters campaign Public Relations and Marketing February 2013 Community Conversations/Tours 40 Under 40 Community Conversations President’s Office, Public Relations and

Marketing October 2013 February 2014

Economic Impact Study Conversations President’s Office, Office of Research Planning and Effectiveness

February 2014

Legislative Breakfast President’s Office December 2013 (develop regular ongoing schedule)

Employee Conversations President’s Office October-November-December 2013 Repeat similar schedule each semester

Town Hall Meetings President’s Office Once per semester October and March

NMC Public Tour Public Relations At least once per semester November, April, June

Great Lakes Campus Open House Maritime, Culinary, Water Studies April Presentations Create companion NMC 2.0 presentation (focus on next five years)

Public Relations July 2014

NMC Overview (current initiatives) Public Relations July 2014



STRATEGIC GOALS METRICS/TARGETS Review Fiscal Thriveability (IE3, IE5) B9. NMC will submit an updated Systems portfolio to HLC by November 2013. B9_T1 BOT-Level Metrics 2013-2014 (version 20140103-MidYear) Fiscal Thriveability B9 NMC will submit an updated Systems portfolio to HLC by November 2013. (Process Measure)

Board Goal 9, Target 1: NMC will submit an updated Systems portfolio to HLC by November 2013. (DH)

NMC submitted its AQIP Systems Portfolio on time to the Higher Learning Commission on October 30th, 2013. AQIP Systems Portfolios are one part of our accreditation pathway. We are required to submit a portfolio every four years. The Higher Learning Commission with a team of peer reviewers provides feedback on our Systems Portfolio by means of the Systems Appraisal. We expect to receive our Systems Appraisal in February 2014. Once NMC has reviewed the feedback from the Higher Learning Commission we will determine the required action steps. The Systems Portfolio is a summary of NMC’s processes in nine categories:

1. Helping Students Learn 2. Accomplishing Other Distinctive Objectives: Community Enrichment and Workforce Development 3. Understanding Student and Stakeholders Needs 4. Valuing People 5. Leading and Communicating 6. Supporting Organizational Operations 7. Measuring Effectiveness 8. Planning Continuous Improvement 9. Building Collaborative Relationships

Each chapter begins with a self-assessment of where our processes are on a process maturity scale and the actions we are working on to improve them. Additionally, our Systems Portfolio provides explicit evidence for how NMC meets the HLC accreditation criteria. NMC’s 2013 Systems Portfolio (125 pages) is available on our website here. The metrics for our processes are embedded in the Systems Portfolio and they are also available to the NMC community on the intranet here.

https://www.nmc.edu/departments/orpe/effectiveness-and-assessment/files/NMC-Systems-Portfolio-2013.pdf

https://intranet.nmc.edu/depts/orpe/data/Metrics/index.html

____________________________________________________________________________ To: Timothy J. Nelson, President From: Vicki Cook, Vice President of Finance and Administration Date: January 6, 2014 Subject: Recommendation for Net Asset Reserve Balance Attachments: (a) Staff policy D-504.01, (b) resource guidelines ____________________________________________________________________________ This document provides a review of the College’s net asset (reserve) balance and respond to two key questions from the NMC Board of Trustees:

• Are NMC’s net asset reserves too high? • Have the annual transfers increased our annual budget and had an impact on tuition?

To answer these questions and to determine the correct level of reserves, it is important to understand NMC's historical use and purpose for reserves. Recommendation In order to protect NMC’s financial stability, to provide sufficient liquidity required for daily operations and to address unplanned needs, it is recommended that the College maintain a balance of at least 25% or 3 months of expenses. NMC has access to additional resources that could be utilized in an emergency. These resources include a line of credit up to $2 million and the NMC Foundation. Both of these additional resources should be taken into consideration when setting guidelines for financial reserves. Based on the 2014 Approved Budget a 25% net asset reserve would be equal to $12,621,385. Background Net assets are the College’s savings. They are non-recurring sources of funding. The role of net assets in budgeting and operation include:

• Roles specified in Staff Policy D-504.01 Operations; Financial Reserves (attached) and Resource Guidelines approved annually by the Board of Trustees.

• Allow the College to meet unexpected changes in revenue or expense levels. • Allow the College to invest in itself for the development of programs, products or

services. An investment in either programs or facilities should include a plan to replenish reserves.

MEMO Administrative Services

Page 2 of 3

As a general rule net assets should not be used: • To substitute for operating revenues when a shortfall is known or predictable until all

other reasonable remedies have been reviewed. • As an ongoing portion of the revenue mix required to provide a balanced budget • Without a plan for how the assets will be replenished.

As an organization reviews its overall financial position the Administration and Board of Trustees should ask these questions:

• Is the institution financially healthy? • Is the institution financially better off at the end of the fiscal year than it was at the

beginning? • Are financial resources managed strategically to advance the mission?

The amount of reserves required to be flexible and agile should be weighed with the needs of the organization. There are varying recommended reserve balances. The Government Financial Officers Association recommends between 5% and 15% of total expenses while the National Association of Colleges and University Business Officers Association recommends 5 months (or 42%) of your expenses. Based on NMC’s 2014 Budget

Reserves set at:

5% $ 2,524,277 15% $ 7,572,831 20% $10,097,108 40% $21,203,928

Current Position

Net Asset Summary As of June 30, 2013

General Fund $ 4,975,722 Board Designated 2,904,467 Auxiliary Fund 3,004,166 Plant Fund 8,065,720 Total All Funds $18,950,075 37% of operating & auxiliary budget

The General Fund and Board Designated Fund net assets include separate funds for specific purposes (Attachment A). The purposes are designated in Staff Policy D-504.04 and the Resource Guidelines. The funds allow for the College to have liquidity to meet unforeseen declines in revenue or higher expenses. In addition these funds have been set aside to invest in programs and facilities that will lead to an increase in the College’s revenue stream.

Page 3 of 3

Plant fund reserves have been set aside to enable the College to meet long-term facility and infrastructure needs in addition to any emergency repairs. The College’s current reserve for Plant and Auxiliary fund is 17% of total capital net assets ($66 million). A more conservative way to look at the plant fund reserve is as a percentage of replacement value. The current Plant and auxiliary fund reserve is 6.7% of our current replacement value of $164,868,000. Overview The reserves have been set aside in order for the college to provide liquidity for unforeseen shortfalls in revenue, unexpected expenses, invest in new programs, infrastructure and capital building needs. In the past year, the reserves were used to purchase fitness center equipment and respond to technology needs such as new software, wireless access and audio visual equipment at Hagerty Center. Our annual budgeting process transfers approximately $1,600,000 towards deferred maintenance and annual technology needs. Although we have continued to invest in maintaining our buildings, this amount does not equal our depreciation expense which is now $4,000,000 annually. Based on the recommendation to maintain a three month reserve and our future needs in facilities, equipment, infrastructure and program investments, the reserves are not excessive. Our transfers to the plant fund are used on an annual basis to meet deferred maintenance needs. The campus master plan and recent upgrades to technology will require us to use some of our reserves. As we develop our budget for 2015 and beyond we will need to build in a plan to replace reserves spent. Planning and Budget Council will begin to discuss ways for NMC to replenish reserves for future expenditures.

Staff Policy D-504.01 Institutional Effectiveness Criterion: Operations

Financial Reserves The Board of Trustees of Northwestern Michigan College deems the establishment of certain financial reserves to be both prudent and appropriate. In addition to those currently in existence or those required to be in compliance with generally accepted accounting principles and State of Michigan Activities Classification Structure (ACS) requirements for community colleges, reserves will be established as follows:

1. Insurance Runoff An insurance runoff reserve will be established and maintained for that duration of time that NMC self-funds its employee health and dental insurance coverage. This reserve shall, as soon as possible following adoption of this policy, be established and maintained in an amount equal to three months (one-quarter) of the total annual budget for health and dental coverage. The purpose of this policy is twofold. The first is to ensure, in the event that the College should eventually shift to a conventional carrier, that dollars be available to pay charges incurred but not paid during the period of self-insurance. The second is to serve as a non-general-fund source for higher-than-expected annual health and dental care costs. Dollars from this reserve will not be expended for any other reason without separate, specific and public action of the NMC Board of Trustees.

2. Reserve for Working Capital At the conclusion of each fiscal year and following annual service of the insurance runoff reserve, any unexpended general fund dollars shall by action of the Board of Trustees be transferred to the reserve for working capital. At optimum said reserve should equal six to eight weeks of current general fund expenditures at any given point in time. The purpose of this reserve is to provide financial stability in times of uncertain revenue sources and, through return on investment, to provide an ongoing source of supplemental income for reserve enhancement or for annual operations. No expenditure of the corpus of this reserve shall occur without separate, specific and public action of the NMC Board of Trustees.

3. Auxiliary Facilities Reserve This reserve is to consist of 1990-91 fund balances and annual unexpended revenues from all facilities owned by the College which are auxiliary to the instructional program. This reserve will also include the balances of all restricted funds of the College and the NMC Foundation which, prior to the adoption of this policy, were utilized to service facilities debt. This reserve will also include dollars pledged for the debt service of any auxiliary facilities and other non-general-fund revenues so designated by the Board of Trustees. The purpose of this reserve shall be to provide for the annual debt service of auxiliary facilities and for the ongoing maintenance and operation of said facilities. Auxiliary facilities for the purpose of this policy are those which are College-owned, but the primary purpose of which is supplemental to rather than primarily for instructional purposes.

Attachment A

Auxiliary facilities include, but are not limited to: East Hall, West Hall, the Student Center, the Museum Center, student apartments and the marina.

The Vice President of Finance and Administration, in conjunction with the appropriate faculty and staff, is responsible for the development and publication of any procedures or guidelines that may be necessary to administer this policy effectively.

Initially adopted as D-111.01 December 12, 1996 Renumbered D-504.01 December 20, 2006

NMC RESOURCE GUIDELINES 2014-2015

1 – Strategic and Financial Planning The budget is a financial plan for the priorities of the institution. The budget proposed to the Board of Trustees for adoption should reflect the Strategic Plan and the area operational plans, as approved through the College’s shared governance process. 2 – Tuition and Fees Tuition and fees should be considered within the context of the most reasonable estimates of State, local, and private support, and projected expenses to support the College’s plans, and projected enrollment and unique program characteristics. Tuition should balance the goal of affordable access to learning opportunities with the goal of high quality service levels for NMC offerings. Regular tuition increases should be considered as a means to sustain this portion of the revenue mix, while minimizing the year-to-year increases. Fees should be reviewed regularly and increases considered when the cost elements to which they contribute increase. Our in-district students will pay less than out-of district students because the College receives local tax support from Grand Traverse County residents. For some programs, the College uses differential tuition and fees in excess of the general rates. 3 – Salaries and Benefits Equity Northwestern Michigan College is committed to attracting and retaining a quality workforce. Equity in salary and benefits is part of the NMC culture and should be expressed within a total compensation package. As part of that package, salary and benefits for faculty, administrative/professional, technical/paraprofessional and support staff should be equitable when compared to the appropriate peer group of community colleges and/or service area employers, in accordance with NMC’s compensation policies. 4 – Professional Development Maintaining and improving the knowledge and skills of the faculty and staff is an investment in the future. Funds should be appropriated annually in the budget for that purpose. Approximately 2.25% of general fund salaries and wages should be appropriated annually in the budget for that purpose. 5 – Faculty and Staff Composition The college should balance the full-time and part-time composition of faculty and staff to assure continuity and commitment while maintaining flexibility to implement strategic directions and complete its strategic initiatives in a timely and effective manner. To enhance smooth transition of personnel, the college has established a contingency for implementing succession decisions.

6 – Technology, Capital Equipment, Maintenance and Renovation Providing a quality education requires investment in classroom equipment, facilities, and infrastructure. The annual budget should provide for regular maintenance, replacement/upgrade, growth and contingency funding. 7 – Debt Service Debt Service obligations must be included in the budgeting process at 100% of their current costs.

Attachment B

8 – Reserves The budget should include an appropriate allocation for reserves. The following reserves should be monitored annually. The Board will approve transfers to the appropriate reserve fund balances.

A – Working Capital Reserves A fiscally sound organization should have adequate reserves for emergencies and unanticipated cash flow needs. Northwestern Michigan College funds should maintain a Working Capital Reserve of 10 - 15% of annual budgeted expenditures not included in reserves B through G. B – Medical Insurance Transition Reserve The medical and dental coverage for College employees is self-funded. The Insurance Reserve was established to provide employee benefits during a transition time if fully insured medical and dental insurance were adopted. Northwestern Michigan College should maintain a reserve equal to 15% of annual claims and administration costs for medical/dental coverage. C – Reserve For Unexpected Medical and Non-Medical Costs This is a reserve for dramatic fluctuations in medical, and non-medical costs (e.g. term life insurance, long term disability, and worker’s compensation) that are significantly beyond prudent predictions. The College should maintain funds equal to the difference between the calculated maximum aggregate claims and expected claims plus three (3) months of non-medical costs. D – Fund for Transformation The Fund for Transformation was established for the purpose of responding to emerging opportunities and changes. A fund balance equal to approximately 2% of General Fund budgeted expenses should be maintained. E – Physical Plant Major Maintenance A minimum of 2% of the appraised replacement value-new of the College’s physical assets, including buildings, building equipment, and built-in fixtures, should be invested or maintained in a fund for major maintenance, renovation, or replacement of those assets. This should be calculated as the total of major plant maintenance expenditures, operating budget maintenance expenditures on physical plant, and the Plant Fund balance. F – Reserve For Unexpected Fluctuation In Energy Costs This is a reserve for dramatic fluctuations in energy costs that are significantly beyond prudent predictions. The reserve is equal to 10% of the College’s annual budget for the total energy bill. G – Reserve For Any Future Reduction in State Appropriation Revenue This is a reserve for any future reduction in State appropriation revenue. The amount to maintain is 25% of annual State Appropriation.

Approved September 2013

Update on Michigan Transfer Agreement The Michigan Transfer Agreement was established in June 2013 that will replace our current MACRAO Agreement. (See the first attachment.) As I shared with the Board at its July meeting, this new MTA agreement will have a positive impact on our students and improve our students' ability to transfer their NMC credits to their Michigan university transfer institutions. As part of the implementation of the MTA at NMC, we are working to implement the MTA standards into our transfer degree, the Associate of Science and Arts (ASA), as part of the five-year review for all of our degrees this academic year. Among the significant changes to the degree requirements as a result of the MTA is that all students will need to take a college-level Mathematics course. The MCCA had a select committee work on the Mathematics requirement. Within the last month we received the taskforce recommendation for the requirement. (See the second attachment.) Currently, we offer two Math tracks for our students with College Algebra and with Probability and Statistics. Our Math Department and our Curriculum Committee will now investigate developing the third track by developing a Quantitative Reasoning course. Another significant change is that all of the courses that satisfy the MTA will be required to have grades of at least a 2.0. Currently, we do not require a satisfactory grade for our core classes for the ASA; our students only need an overall GPA of at least a 2.0 to graduate. We have analyzed the possible impact on establishing these more rigorous standards as part of our ASA and anticipate that our graduation rates may temporarily decline because in the past the degree requirements were easier to attain. But we are committed to improving the transferability of our students to their university goals and embedding the MTA in our degree is a sure means to accomplish this goal. I would be glad to address any questions or elaborate on either of the attached documents.

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MICHIGAN TRANSFER AGREEMENT MATH TASKFORCE RECOMMENDATIONS FOR THE MTA MATH REQUIREMENT

DECEMBER 2013 Background: Reacting to legislative language to improve the transferability of core college courses between two- and four-year institutions in the state, a committee comprised of community college and university representatives worked for the past year and half to revise the long-standing Michigan Association of Collegiate Registrars & Admissions Officers (MACRAO) agreement. After much deliberation and input from institutions this, committee submitted recommendations for the new Michigan Transfer Agreement (MTA) to the appropriate legislators to meet the mandated September 1, 2013 deadline. These are consensus recommendations that are intended to create a student-centered agreement that will streamline expectations for students and eliminate provisos, or exceptions, that have been commonplace with the current agreement. The next step of the process is for an ad hoc committee of the MACRAO organization to work through the implementation of this new agreement. This committee’s work is well underway and the group has set an effective date for the new agreement for fall 2014. Additional information about the MTA implementation can be found on the MACRAO website. One of the outstanding issues identified in the MTA recommendations was the need to clarify the MTA Math requirement. To begin the process of defining the Math requirement, the Michigan Community College Association (MCCA) partnered with the Presidents Council, State Universities of Michigan (PCSUM) to convene two focus group discussions comprised primarily of community college and university math faculty and a handful of academic administrators. The group met on March 25 and June 10, 2013 to discuss the final MTA recommendations, which includes “One course in Mathematics.” The focus group dialogues produced the following draft proposal and rationale, which were included in the report submitted to the legislature:

Proposal in the MTA Recommendations: The one course in Mathematics to be satisfied by an entry-level college course* in one of the following:

College Algebra Statistics Quantitative Reasoning (a.k.a. Every day or Liberal Arts Math) An advanced level course in any of these areas will also be accepted.

*A Mathematics course should be treated as an entry level college course if students are expected to demonstrate mastery of Algebra I or content of equivalent rigor prior to enrollment.

Rationale: This recommendation recognizes that students who follow diverse educational and occupational pathways need multiple points of entry into college level mathematics. It also recognizes the variety of mathematics requirements of the programs the students will transfer into. Students should be advised carefully when choosing a transfer program to ensure that they elect the appropriate math course. The group agreed that while there are fundamental levels of knowledge

http://www.macrao.org/Publications/MTA%20Final%20Recommendations.pdf

http://www.macrao.org/Publications/MTA%20Final%20Recommendations.pdf

http://www.macrao.org/Publications/MTA.asp

http://www.macrao.org/Publications/MTA.asp

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that indicate that a student is prepared for college-level mathematical study, not all students are well-served by being advised into a traditional algebra-intensive course sequence.

Following the discussions of the focus group, there have been several opportunities for math faculty (and others) from two- and four-year institutions to weigh in on this draft proposal and the concept of math pathways rather than a singular math course to meet the MTA requirement. Several sessions were held over the past nine months to solicit input on this approach. The general view expressed in these sessions has been that the Math pathways are workable, but more specifics are needed to ensure that courses are available and can transfer to the universities. Process for Refining the MTA Math Requirements: To move this process forward and refine the above proposal, a MTA Math taskforce was formed to prepare a practical description of the math courses for each pathway. This group (listed at the end of this document) includes representatives from public community colleges and universities as well as an individual from an independent college. These individuals were selected in partnership between the leadership of MichMATYC, the Michigan Section of the Mathematical Association of America (MAA), as well as the MCCA and PCSUM. The charge of this group was to articulate the levels and types of competencies that will need to be included in each Math pathway at a sufficient rigor to allow the corresponding courses to transfer. The recommendations on the next page will be circulated broadly to Math faculty statewide to solicit input. The goal is to finish this process and incorporate the refined Math requirements within the larger MTA implementation process by early 2014. More specifically, the timeframe moving forward is as follows: • December 2013 – Draft of refined MTA Math requirements circulated to Math faculty statewide • January 2014 – Taskforce refines requirements based on statewide feedback and submits final

Math requirements to MACRAO Ad Hoc MTA Implementation Committee • March 1, 2014 – Mandated MTA Implementation report is submitted to the Michigan Legislature • March-August 2014 – Roll out and implementation of MTA continues at the campus level • August 2014 – Michigan Transfer Agreement goes into effect MTA Math Taskforce Members: • Todd Butler - Dean of Arts and Sciences, Jackson College • Penny Cobau-Smith - Faculty, Adrian College • Chris Gardiner - Academic Department Chair, Eastern Michigan University • Mark Gockenbach - Math Department Chair, Michigan Technological University • Brian Goetz - Math Faculty, North Central Michigan College • Michael Lachance - Math Department Chair, University of Michigan -Dearborn • Doug Mace - Math Faculty, Kirtland College • David Redman - Chair, Math Division, Delta College • Dave Reinhold - Associate Provost for Undergraduate Education, Western Michigan University • Jack Rotman - Math Faculty, Lansing Community College • Pavel Sikorski - Math Associate Director of Undergrad Studies, Michigan State University • Kirk Weller - Department Chair, Ferris State University

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A. Math Taskforce Math Pathway Recommendations (from the December 9, 2013 meeting):

College Algebra Pathway - For students proceeding to programs requiring more rigorous math and science.

Topics/content that should be a part of a course in this pathway: Functions, polynomials (including polynomials of degree greater than 2 and the fundamental

theorem of algebra), rational functions, logarithms, exponential functions, inverse functions, and graphing by recognition and transformation rather by plotting points. Pre-calculus topics such as sequences and series may also be included.

Descriptors to consider for this pathway: The course must be beyond Intermediate Algebra This course (possibly in conjunction with a separate course on trigonometry) would qualify a

student to take calculus This course should be one that your mathematically capable student would start with after

completing high school Algebra I and II This course should provide a strong foundation for critical mathematical thinking

Guidelines from the Mathematics Association of America: College Algebra provides students a college-level academic experience that emphasizes the

use of algebra and functions in problem solving and modeling, provides a foundation in quantitative literacy, supplies the algebra and other mathematics needed in partner disciplines, and helps meet quantitative needs in, and outside of, academia. Students address problems presented as real world situations by creating and interpreting mathematical models. Solutions to the problems are formulated, validated, and analyzed using mental, paper and pencil, algebraic, and technology-based techniques as appropriate.

Link: http://www.maa.org/sites/default/files/pdf/CUPM/crafty/CRAFTY-Coll-Alg-Guidelines.pdf

Statistics Pathway - For students proceeding to programs in business or social sciences.

Topics/content that should be a part of a course in this pathway: Probability, descriptive statistics, and inferential statistics, including hypothesis testing, p-values, confidence intervals, and linear regression. The course should be formula-based and incorporate appropriate technology.

Descriptors to consider for this pathway: This course must go beyond descriptive statistics The course can be algebra-based or calculus-based The course must come from the Math (or Statistics) department or be cross-listed as a Math

(or Statistics) course The course should be conceptually driven from a Math perspective The course should include symbolic manipulation

Guidelines from the American Statistical Association: The best thinking about introductory statistics courses is that students should focus on

statistical thinking. The Guidelines list goals of the statistics course, which form the minimum expectations for an MTA statistics course.

Link: http://www.amstat.org/education/gaise/GAISECollege_Goals.pdf

http://www.maa.org/sites/default/files/pdf/CUPM/crafty/CRAFTY-Coll-Alg-Guidelines.pdf

http://www.amstat.org/education/gaise/GAISECollege_Goals.pdf

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Quantitative Reasoning Pathway - For students proceeding to programs not requiring statistics or calculus.

Topics/content that should be a part of a course in this pathway: Number sense and estimation, proportionality, basic financial literacy, linear and non-linear

models, use of reasoning to choose between competing models Numeric, symbolic, and graphical methods to handle a variety of applications

Descriptors to consider for this pathway: Building on the Kentucky guidelines articulated below, this course should help students

communicate mathematical and/or statistical information symbolically, visually, and/or numerically.

This course should also help students communicate a quantitative argument in writing.

Guidelines borrowed from the Kentucky Council on Postsecondary Education: The General Education Transfer Policy and Implementation Guidelines for Quantitative

Reasoning (page 11): Interpret information presented in mathematical and/or statistical forms. Illustrate and communicate mathematical and/or statistical information symbolically,

visually, and/or numerically. Determine when computations are needed and to execute the appropriate computations. Apply an appropriate model to the problem to be solved (LEAP A, C and D)* Make inferences, evaluate assumptions, and assess limitations in estimation modeling

and/or statistical analysis. Link: http://cpe.ky.gov/NR/rdonlyres/6D7A8159-16D8-4810-A0B6-3D8161157D73/0/Revised_GE_Transfer_PolicyImp_Guidelines.pdf

B. Taskforce Statements on Prerequisites: • The Statistics and Quantitative Reasoning Pathways will satisfy the MTA requirements for general

education; however, depending on students’ selected major they may need to take additional mathematics courses at the university.

• For success in the Statistics and Quantitative Reasoning Pathways a college level course has prerequisite skill level of at least Algebra 1 (or comparable course) and students will be expected to apply basic algebra skills

• For success in the College Algebra Pathway, students will be expected to apply advanced algebra skills.

http://cpe.ky.gov/NR/rdonlyres/6D7A8159-16D8-4810-A0B6-3D8161157D73/0/Revised_GE_Transfer_PolicyImp_Guidelines.pdf

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