Draft Academic Review Team Recommendations

Draft ZBB Academic Review Team Recommendations

General Recommendations

  1. All CTE or degree programs which fall into the 5th quintile will undergo a feasibility study for the purposes of determining future program viability.  Feasibility studies will be completed by the Office of Institutional Research and Assessment by 30 June 2013.
  2. Next round of ZBB should include data related to all CTE funding sources.  Several CTE programs showed lower financials than actual.
  3. Investigate fee structure for expensive programs and/or courses.  Develop fees based on comparative data from other institutions and return on investment for students.
  4. All general education program reviews and CTE program review processes should be aligned with HLC requirements and future ZBB processes.
  5. Incorporate relevant student learning assessment data into all instructional programs for next ZBB review
  6. All learning enhancements, as AA degree requirements, should be suspended, pending curriculum review, beginning the 2013 academic year.
  7. Establish clear criteria for distributing programs into academic or administrative review for next ZBB  process.
  8. Any academic program that runs at a financial deficit at any time over the past three years should undergo a feasibility study.  Financial information for current year, along with Perkins and enhancement grant information should be utilized.
  9. A district-wide monitoring mechanism for CTE and general education programs which have enrollment, transfer, or placement problems should be developed.  Any programs falling below acceptable financial and/or academic criteria will undergo a feasibility study and be reviewed for district scheduling.
  10. MCC should join The Kansas Study which will provide national benchmarking and comparative data for all academic programs.
  11. District-wide academic programs that fall into 4th or 5th quintiles, or are identified in different quintiles, will be reviewed for placement into district-wide administration.  Similar to recent CSIS and BSAD task forces, recommendations for these programs will be identified via a similar means.  Upon further recommendation these programs may be concentrated at a “lead campus,” with a single point of accountability for primary administrative functions.  Programs identified during the ZBB review process for such consideration include criminal justice, human services, theater, music, engineering, education, CSIS, and BSAD.
  12. General education programs should be reviewed as a single MCC discipline and as a campus discipline.  Data would be provided by district and by campus.
  13. Academic programs funded by grants should not be submitted for ZBB review in the future.
  14. A thorough analysis of the current ZBB process should be conducted prior to the next ZBB review.


Affiliated Programs-AC

MCC, Kansas City Kansas Community College, and Johnson County Community College partner in an informal agreement that limits development of certain career and technical programs, and provides students access to these programs across state lines without incurring out-of-state tuition.  Many students from both side of the state utilize this program but because of tuition differential, MCC currently operates this program at a deficit.  See attachment JCCC and KCCC.doc.


  • Seek tuition equity agreement for students in affiliate programs (based on 2 year trend savings would be $44,000 per year).  Agreement could be constructed on the basis of reciprocity parameters.
  • Terminate affiliated agreement if equity isn’t reached.

Allied Health Programs/Nursing Program – PV

These programs did not fall into bottom quintiles but feature high expenses.


  • Review fee structure and implement fees based on comparative data with peer institutions.

Anthropology – all campuses

Courses are taught on multiple campuses but there is only one full time faculty member in the district (Longview).


  • Review for district-wide scheduling

Apparel and Textiles – PV

This would be an “at-risk” program when DHE initiates the program review process again.  There are few completers but some costs are offset by Perkins funding.


  • Undergo a feasibility study
  • Set a timeline for increasing completion/transfer rates
  • Create online merchandising program

Applied Language Institute – PV/ESL and ABE – PV/LV

The MOU governing the relationship between MCC and UMKC is already under review.  Currently there is little negative budget impact.  Penn Valley’s program is dependent upon UMKC.  Financials at Longview are mixed with other programs.


  • Develop MCC ESL program
  • Separate budget line at Longview for ESL
  • Review current analysis of MOU with UMKC

Automotive Technology – LV

This program operates at a deficit and contains a high number of credit hours within the degree


  • Reduce cost by not filling administrator position likely vacated by retirement.  (Savings of approximately $120,000 in salary and benefits)
  • Review and update curriculum, reduce total credit hours in degree
  • Investigate possibility of increasing program fees

Brooks Institute-PV

            The Brooks Institute began 3 years ago with the purpose of addressing violence and conflict in the urban core. It relies on outside funding and resources from MCC.  Instructional offerings are currently only non-credit.


  • Undergo a feasibility study
  • Investigate potential for stackable credentials with criminal justice program

Child Growth and Development – PV

Poor salaries for child care employees are usually linked to attracting competitive students into this program.  Early education environment is evolving and the role of this program in the future of education curriculum/programs is unknown.


  • Undergo feasibility study
  • Evaluate return on investment for obtaining CDCG credential

Criminal Justice – District

This program fell into different quintiles.  Enrollment is inconsistent and there have been decreasing completion rates over the past few years.


  • Undergo feasibility study
  • Investigate viability of AAS degree and certificate
  • Clarify role of CRJU in CTE/general education
  • Construct a two-year district schedule
  • Review for lead campus
  • Convene a district-wide advisory board
  • Separate CRJU and Paralegal graduate follow-up

Cybersecurity Education – BR

This program was funded by a grant that supported faculty professional development in cybersecurity curriculum.  The grant has ended.


  • none

Dance – LV

Regular low enrollment of 10 or less students per semester.


  • Move dance curriculum to theater program
  • Investigate possibilities for non-credit dance curriculum

Dental Assistant – PV

Financial data indicates two FTE but this will be reduced to one pending the separation of one faculty member.


  • Undergo feasibility study

Digital Prepress – PV

Market change has resulted in fewer jobs and thus decreasing enrollment in this program.  Some of the classes in the program are shared with Graphic Design.


  • Undergo feasibility study
  • Investigate opportunity to develop and offer non-credit curriculum to targeted businesses.

Energy Sector Partnership – MU DWD

This program will cease on 30 June 2013 at the conclusion of the grant.


  • None are required

Engineering – District

This program appeared in different quintiles and is offered at multiple campuses.  There is considerable strength to the program but questions arise as to whether it could be stronger by offering at only one or two locations.


  • Review for concentrating program at a lead campus.
  • Convene a task force
  • Review fee structure
  • Investigate the role of the Fab Lab for the Engineering design course.

Environmental Health and Safety – BTC

Enrollment has stabilized as this program continues to operate courses and instruction central to other programs including non-credit OSHA training, and other BTC programs.  Credit for prior learning is available.  Primary articulation agreement is with UCM.  The full time faculty member for EHSS has recently been assigned to district risk management to cover half of salary.


  • Increase marketing/promotion for EHSS program
  • Undergo feasibility study
  • Seek new affiliation agreement with JCCC


Fab Lab – BTC

The full time manager of the Fab Lab transferred a few months ago and has since resigned his position.  The Fab Lab is now jointly managed by BTC program coordinators.  Overhead is now lower.


  • Continue to function with joint management
  • Investigate opportunities to connect with Engineering program

Fire Academy/Police Academy non credit – BR

This program operates at a deficit because local cities pay for non-credit contracts based on the start of their fiscal year which does not align with MCC’s fiscal year.


  • Work with MCC’s finance department to ensure funding alignment with expense cycles.

Foreign Language Interpreting – MW

This certificate has few completers.


  • Undergo feasibility study

Gears Project  – PV

This is a pilot project with a year to year agreement with instruction provided by  Literacy Kansas City.  The program does have MCC counseling resources behind it.  Space is limited to 60 students per semester who would otherwise be in Read 10 classes.  There is anecdotal evidence of student satisfaction and progress.


  • Develop longer term agreement with increased commitment from MCC.
  • Identify role of MCC reading faculty within the project
  • Investigate potential for developing similar program at other campuses
  • Investigate potential grant opportunities to increase support

Grounds and Turf/Agribusiness – LV

This program has low enrollment and completion numbers.


  • Undergo feasibility study
  • Investigate opportunities to move curriculum to IWI/non-credit

Health Information Technology – PV

This program is critical to the success of the MoHealthWins Project.


  • Undergo feasibility study

Health Science Accelerated Academy – PV

This program is a potential pre-college/K-12 partnership.  It is externally funded by Prep KC and the Community Foundation.


  • Investigate for possible K-12 early college program
  • Consolidate with other campus early college programs

History – BTC

Currently one course is taught every other year by a full-time MCC historian.


  • Continue to offer history class as needed

Honors Program – District

Honors Programs are operated inconsistently across the campuses.  Two campuses have had dissimilar but active programs, the other three campuses have no active programs.  The Honors curriculum is out of date and does not transfer to any receiving institution.


  • Construct a district wide honors curriculum that provides articulated transfer and could possibly be used as a recruitment tool to attract student with ACT scores at or above 21 (Noel-Levitz recommendation).  Curriculum-based model is required.
  • MCC’s Foundation should be utilized for the development of Honors Scholarships.
  • Align Honors Programs with PTK
  • Investigate joining National Honors Association
  • Revise MCC graduation definitions related to “honors”

This recommendation will require the development of a district level point of accountability, either in terms of an administrator or faculty intern position.

Human Services – LV/PV

Enrollment is inconsistent with few completions but students who enter practicums usually are placed in jobs.  No curriculum is offered at Maple Woods or Blue River.


  • Undergo feasibility study
  • Investigate trimming course offerings and archiving AAS degree
  • Investigate possibility of developing AA degree emphasis area
  • Investigate possibility of integrating some courses with Criminal Justice

Industrial Technology – BTC

A majority of program costs are accounted for by Perkins or enhancement grants.  This program’s strategic plan will model the Machine Tool program.


  • Continue curriculum revision process similar to Machine Tool Program
  • Seek partnership consortium with local businesses similar to Machine Tool Program.

Institute for Workforce Innovation – AC

IWI programs which fell into the 4th or 5th quintiles and were eligible for review include:  Green-NASBAP, Information Technology, Technical Skills, ED2GO PRO, CPE, CPR, Workforce Development, Environmental Health and Safety, Welding, Precision Driving Center, Customized Training, OSHA, Health Care Entry Level, Contracts.  Because of the way in which IWI is structured, recommendations were grounded in the idea that recommendations should be holistic in nature.  This should address problems related to conflicts and miscommunication between credit and non-credit programs and budgetary ambiguities.


  • Align IWI programs on the academic side with IWI programs on the administrative side, create stackable credentials
  • Conduct an audit of IWI programs and institutional structure
  • Integrate specific IWI instructional programs with comparable campus academic programs to ensure there isn’t duplication of delivery
  • Continue support for MoHealthWins grant and DICC to develop stackable credentials and use existing processes for curriculum development

Instructional Computer Lab – PV

This program is currently under process review.


  • Align with IT audit recommendations

International Studies – PV

This program was requested for ZBB review by a faculty member.  There is currently no budget associated with the program.


  • Undergo a feasibility study

Land Surveying – LV

This program is tied to certain economic indicators including the housing market.  Enrollment and completion numbers are weak and would potentially fail future DHE program review criteria.


  • Undergo feasibility study
  • Integrate GIS program and curriculum with Land Surveying program


Learning Communities – District

Learning Communities are an option with the AA degree and are offered disproportionately across MCC campuses, thus affecting student access.  They require minimal professional development for faculty but reduce class caps to 25 unless otherwise stipulated lower.  See attachment Learning Communities.docx.



  • Suspend Learning Communities as AA degree requirement for 2013-14 academic year
  • Raise caps to standard level for all classes (potential savings of $102,000)
  • Eliminate pay for course design
  • Redefine learning community criteria and investigate for future role in developmental education and honors programs
  • Review enrollment processes for improvement options
  • Review marketing/advising processes for improvement options

Library – LV/MW/PV

In addition to traditional research and library resources, an integrated learning environment could be incorporated into the library’s oversight which would include, tutoring, computer labs, etc.


  • Move libraries to administrative review for next ZBB process
  • Investigate potential for integrating additional academic and student service programs into libraries

Machine Tooling – BTC

Enrollment was on a downturn due to lack of industry support.  Enrollment is now at maximum.  Following the creation of focus groups businesses are now providing resources and offering internships to students.  Graduates can expect beginning salaries of $15-17 per hour, with experience up to $25-32 per hour.  Budget does not reflect that 75% of equipment costs are derived from enhancement grants.


  • Continue support for curriculum revisions already in process
  • Continue development of business alliances for sustainability of internship opportunities

Music – Private Instruction – District

Private music instruction at four campuses operates at a deficit of $15,000 because in-district credit hour costs and program fees are significantly less than the industry rate for private music instruction. See attachment Private Music Instruction.xlsx.


  • Increase private music program fees to $150 fee plus regular tuition per credit hour costs.  This will result in a $22,000 net gain and therefore approximately $7,000 revenue
  • Eliminate senior fee waiver

Medical Transcription – PV

This program has been identified for potential suspension due to decreasing jobs as a result of technology.


  • Undergo feasibility study

Physical Education – District

Physical Education programs are operated differently on each campus.  Maple Woods and Penn Valley have staff, Longview has faculty.  There is one articulation agreement with NWMSU.   Decisions regarding athletic teams could impact for-credit PE classes.


  • Move to district-wide oversight of PE curriculum
  • Develop consistent administration practices for all centers
  • Investigate options for PE access for Blue River

Reading – BR/LV/MW/PV

Reading program placement does not currently align with current MCCA cut score standards.  Developmental education reading courses have also been combined in ZBB with college level reading classes.  Reading faculty are currently revising curriculum to align with MCCA standards.


  • Separate developmental education reading from college level reading for next ZBB process
  • Continue curriculum development of developmental education reading courses

Service Learning – BR/LV/MW/PV/AC

Service learning courses are taught sporadically across the campuses with a $25,000 district budget.  Most of those resources were dedicated to a retired faculty member who is not returning.  It has no particular revenue stream and has been thought of as a potential learning enhancement.  Legal barriers with potential community partners are a significant obstacle as is a lack of curriculum standardization.  (Savings of $25,000)


  • Investigate opportunities void of legal/fiscal barriers, e.g., tax preparation interships
  • Suspend for the immediate future

Sign Language Program – MW

This program was suspended 3 years ago so data appearing in ZBB reports is misleading.  Expenses and student failure on licensure were primary reasons for suspension.  Currently a few sign language classes continue to have healthy enrollments and they meet foreign language and human diversity requirements.  Classes are taught by adjuncts and create revenue.


  • Continue to operate sign language courses in current mode


Theater – District

Theater programs operate primarily at Longview with resources scattered to other campuses.


  • Investigate option for lead campus
  • Review SPDR discipline for separation of speech and theater

Welding – BTC

Because of demand, welding is no long found in Industrial Tech but is now its own program.  Enrollment has increased every semester for the past few years.  Equipment is expensive but is offset by enhancement grants that are not reflected in the data.  Curriculum is currently aligned with national standards.  IWI uses welding equipment at no cost.


  • Consider integrating components of MCC’s credit and non-credit welding programs in the form of shared curricula, stackable credentials, and credit for prior learning

Writing Intensive – District

Writing Intensive courses require an additional pay unit for instruction with no additional tuition paid by the student.  Caps for WI classes are lowered to 28 unless otherwise stipulated with a lower cap.  No recent assessments related to writing have been completed and there is no assessment data on discipline outcome success.  WI courses are offered disproportionately across MCC campuses as is required WI professional development.  The Writing Intensive designator does not transfer.  Win-Win data reveals possible barrier to degree attainment.  See attachment Writing Intensive Classes.docx.


  • Remove additional pay unit from WI courses and raise caps to regular standard for each class (savings of estimated $541,680)
  • Suspend WI class as AA degree requirement for 2013-14 academic year
  • Investigate potential role for writing intensive and/or writing across the curriculum for AA degree revision
  • Reinvest percentage of savings into faculty professional development or sabbaticals that support improved teaching and learning goals