Five-Year Capital Outlay Plan

2015–2019

November 1, 2013

I. Mission Statement

MACOMB COMMUNITY COLLEGEMACOMB COMMUNITY COLLEGEMACOMB COMMUNITY COLLEGEMACOMB COMMUNITY COLLEGEMACOMB COMMUNITY COLLEGEMACOMB COMMUNITY COLLEGEMACOMB COMMUNITY COLLEGEMACOMB COMMUNITY COLLEGEMACOMB COMMUNITY COLLEGE

Institutional Priorities

The Institutional Priorities

of Macomb Community

College build upon the

college’s vision and

mission and are

derived from ongoing

organizational assessment.

They reflect how the

college will continue to

serve the community while

responding to the changing

economic and social needs

of Macomb County.

Student Success

Alternative Sources of Support

Efficiency and Effectiveness

Vision StatementMacomb will continue to be a leading edge community college and the community’s preferred choice for lifelong learning, cultural enrichment and community development opportunities.

Mission StatementAs a publicly funded and community-based institution of higher education, Macomb Community College provides a comprehensive program of high-quality education, enrichment and economic development experiences designed to promote individual growth and social improvement.

Macomb strives to achieve the following with regard to the three strands of its mission statement:

Education:Continue to provide a learning environment that promotes program completion, graduation and success after graduation, whether in employment or further higher education

Enrichment:Provide exposure to the arts through the expansion of artistic and cultural programs at both the South and Center campuses

Economic Development:Increase training capacity in critical occupations and growth sectors in the southeast Michigan region to promote workforce and economic development

MACOMB COMMUNITY COLLEGE

Student Success � Improve course completion rates and degree completion rates

� Increase the number of degrees and certificates awarded

� Increase and expand our partnerships with K-12 districts to meet the need for dual enrollment opportunities, early college learning and college preparation

� Link students with opportunities to pursue advanced degrees by expanding partnerships with senior institutions

� Increase the completion of credentials by working collaboratively with senior institutions on reverse transfer agreements

� Implement a strategic enrollment plan that fosters a learning environment which encourages program completion and graduation

� Link students with community resources that support their needs beyond those in an academic setting

� Establish career pathways for students beginning in certificate programs so they can advance to an associate degree

M A C O M B C O M M U N I T Y C O L L E G E

Institutional Priorities Macomb Community College will continue to advance

its mission of education, enrichment and economic development through the following institutional priorities

Alternative Sources of Support � Maximize opportunities for financial aid and scholarships

� Develop a comprehensive grant strategy to support strategic growth, enhance programs and increase support services

� Increase revenue from auxiliary operations such as the Macomb Center for the Performing Arts and Conference Services

� Pursue gifts, sponsorships and joint ventures through the Macomb Community College Foundation to fund strategic initiatives

� Place emphasis on the Governor’s dashboard and the requirements of the community college funding formula to ensure continued support through state appropriations

Efficiency and Effectiveness � Renovate, maintain and re-equip facilities. Maintain integrity of institutional facilities

and infrastructure

� Increase access to institutional data to encourage data-driven decision making

� Prepare to respond to unanticipated external events

� Promote continuing education and staff development

� Improve services and enhance communication through the use of technology

� Coordinate and align processes throughout the institution to improve service to clients and students

Macomb Community College � Provides learning experience to nearly 48,000 students annually � More than 24,000 students pursuing degree-credit coursework � Ranked nationally in the top two percent in the number of associate degrees

awarded � Largest grantor of associate degrees in Michigan � Partnerships with 11 senior institutions at the Macomb University Center � Hosting doctors-in-training through state-of-art expansion site of Michigan State

University College of Osteopathic Medicine � Provides high school juniors and seniors the opportunity to get a head start on

their college education through the Early College of Macomb

MACOMB COMMUNITY COLLEGE BOARD OF TRUSTEES

James F. Kelly, ChairpersonChristine Bonkowski, Vice Chairperson

Connie Bolanowski, SecretaryRoseanne DiMaria, Treasurer

Frank Cusumano, TrusteeJoseph DeSantis, TrusteeNancy Falcone, Trustee

James Jacobs, Ph.D., College President

II. Instructional Programming

II. Instructional Programming

Macomb Community College (www.macomb.edu) is one of the nation’s leading community colleges, providing learning experiences to more than 48,000 students annually. The college’s comprehensive educational programming includes pre-collegiate experiences, university transfer and career preparation programs, bachelor degree completion and graduate degree programs, workforce training, professional education and certification, and continuing education and enrichment opportunities.

Macomb Community College (Macomb) is the largest grantor of associate degrees and certificates in Michigan. Nationally, in terms of the number of associate degrees granted, Macomb is among the top 2% of all community colleges and ranks within the top 7% when it comes to the number of two-year certificates awarded. Students at Macomb can pursue over 200 degree and certificate programs that cover almost 100 areas of study ranging from accounting to veterinary science.

Macomb strives to offer comprehensive programs of high-quality education, enrichment and economic along with development experiences designed to promote individual growth and social improvements. Throughout its 59 year history, Macomb has earned the reputation of being on the leading edge in program development and course delivery. As a result, Macomb has been able to meet the changing needs of the community and workforce it serves.

Macomb students have the option to take classes Monday through Friday, day or night; on weekends, on campus, online, via hybrid (i.e., online and on ground), and in eight-week, 12-week or 16-week blocks of time. It has also developed fast-track and accelerated programs and online-facilitated programs. Over 2,700 classes ) are offered each term at the College’s campuses and throughout the county at community education centers. Today's students require greater flexibility and independence for their education and training, which obviously impacts the design and utilization of the College's instructional space and programming. a. Describe existing academic programs and projected programming changes during the next 5 years, in so far

as academic programs are affected by specific structural considerations (i.e., laboratories, classrooms, current and future distance learning initiatives, etc.)

Major Renovations 2014-2017

The South Campus buildings were built in the late 1960’s for a very, small, South Macomb Community College. Over the past decades the numbers of students, programs, technology and environmental features of architecture and buildings have changed dramatically. Current students require current instructional technology, updated infrastructures, welcoming environments, accessibility and security in all buildings.

South Campus- Building C, E, F, G, H (Academic Year- 2012FA, 2013WI and 2013SS and Non Credit Year 2013NC (July 1, 2012 through June 30, 2013)

Total Student Enrollment in SC, SE, SF, SG, SH (Duplicated)

Total South Campus Enrollment (Duplicated)

Percentage of South Campus Students Who Had Class in SC, SE,SF,SG and/or SH

38,999 58,975 66.13%

Total Sections Offered in SC, SE, SF, SG, SH

Total Sections Offered at South Campus

Percentage of South Campus Sections Offered in SC, SE,SF,SG and or SH

1,623 2,780 58.38%

2014 South Campus Building E 2015 South Campus Building C and F

Renovations: Renovations:

Total major upgrades and improvements Total major upgrades and improvements

HVAC/Electric Improvements HVAC/Electric Improvements

Instructional Technology Instructional Technology

Furniture (new) Furniture (new)

Building improvements meet ADA standards Building improvements meet ADA standards

Programs in building: Programs in building:

Anthropology, Economics, History, Psychology, English Speech, Business, Management, Humanities, Music

Sign language, Political science, Sociology, Biology Philosophy, Marketing, Accounting, Business Communications

Geography English, Art, Sign language, Journalism, Reading, Spanish, IT

Arabic, French, German, Italian

Departments in building E: Departments in building C & F:

Arts and Sciences Health and Career Center

Instructional Technology

2016/2017 South Campus G & H Building

Renovations:

Total major upgrades and improvements

HVAC/Electric Improvements

Instructional Technology

Furniture (new)

Building improvements meet ADA standards

Programs in buildings G and H:

English, Reading, Biology, Arabic, Humanities, Business Communication, Economics, Business, Accounting, IT

Chemistry, Math, French, German, Italian, Spanish, Geology, Environmental Science, Astronomy

Departments in buildings G & H:

Counseling and Academic Advising, Enrollment, Financial Aid

b. Identify the unique characteristics of each institution’s mission

Hybrid Service and Repair Capitalizing on the surge in alternative fuels, Macomb’s automotive technology faculty and Wayne State University’s (WSU) engineering technology division teamed up to develop electric vehicle curriculum, including a hybrid electric vehicle curriculum that will integrate with Macomb’s existing Associate of Applied Science program. These courses will then seamlessly transfer to Wayne State University’s engineering technology program where students can earn a Bachelor of Science in Engineering Technology. This curriculum, which is the first of its kind in southeastern Michigan and unique in the nation, is designed to train professionals to service and repair hybrid electric vehicles.

Center for Advanced Automotive Technology Macomb is a recognized leader in developing educational programming around the evolving fuel and energy technologies utilized by the auto industry. In September 2010, the National Science Foundation (NSF) awarded Macomb a $2.9 million grant to establish the Center for Advanced Automotive Technology, creating the region’s premier repository of advanced automotive technology. These resources will support the college’s work focused on the growing opportunities that relate to the “electrification” of the automobile. As part of a study process, Macomb worked closely with industry partners, higher education and government not only to determine existing needs, but to forecast the future needs of the “electrification” industry. As the electrification of the automobile expands, there will be a growing need for trained technicians not only to service electric vehicles and their components, but also to assist in their manufacturing and ultimate disposal. This new initiative is a major step forward in positioning Macomb’s students and the region for continued industry leadership. Renewable Energy Certificate Program The College offers a Renewable Energy Certificate program on South Campus for both traditional students and those coming back to update their skills. The 16 credit-hour program can stand alone or be woven into an associate’s degree program. The College has utilized over $700,000 in federal grants to develop its green curriculum and purchase equipment. In addition, funding from another federal grant for $135,000 was used to create a training program for those in the construction industry on weatherizing and retrofitting existing homes and other buildings using the latest in green technologies. Defense, Aerospace, and Homeland Security Training Macomb was awarded more than $5 million in new grant money to support the growth and future development of the defense and homeland security industry in southeast Michigan. Macomb is providing technical training to area residents to prepare them for jobs in this growing sector. The funds were used to prepare military veterans and displaced workers for jobs and advancement in the Michigan defense industry. As part of the grant, Macomb has worked with several partners including General Dynamics Land Systems, Wayne State University, L’Anse Creuse Public Schools, the Michigan Department of Military and Veterans Affairs. Training Partnership with the Construction Trades A new pathway for area union construction trades workers to earn a college degree has been created thanks to a series of new articulation agreements reached between Macomb and five construction union groups. Under the agreement between Macomb and the unions, each of the organizations will provide credit to apprentice workers for training received by the opposite partner. The following organizations are participating:

Detroit Carpenter Joint Apprenticeship Training Committee

Local 80 Sheet Metal Training Center

Michigan Laborers Training & Apprenticeship Institute

Millwright Local 1102 Apprenticeship Program

Greater Detroit Cement Masons Joint Apprenticeship Committee

Depending on the particular program, a graduate apprentice could receive up to 32 credit hours at Macomb for completion of the apprenticeship training. The credits would apply to an Associate of Applied Science degree. Those who complete Engineering and Advanced Technology courses at Macomb and then enter an apprenticeship program with one of the partners could receive credit of up to one year of related training instruction. Macomb is working with labor unions that represent workers in other construction trades areas to create similar partnerships. Michigan Technical Education Center (M-TEC) Macomb Community College’s Michigan Technical Education Center (M-TEC) is a 40,600 square foot, $7.5 million facility on the site of the former Warren Tank Plant. This dynamic learning environment is distinguished by its design, which includes robotic training cells, integrated CAD/CAM and a large flexible high-bay space that can be rapidly adapted to meet any business’ training requirements. The M-TEC also houses a resource center, computer labs and classrooms offering the most advanced training technologies. The programs offered are industry-driven, flexible, accessible, and designed to address the challenges of today’s marketplace. The Robotic Training Cells at Macomb’s M-TEC are ideal for training a variety of students from maintenance technicians to engineers. These instructional labs offer students the opportunity to learn current, real-world industry applications for robotic handling of materials in a fully functional manufacturing cell. Here the student is given the opportunity to apply theoretical knowledge to the robotics and systems actually involved in advanced manufacturing processes, rather than only on desktop trainers or simulators. Public Service Institute Police, Fire, and EMS services are demanding occupations that require thorough training and education. Macomb's Public Service Institute (PSI) educates students and working professionals for positions of responsibility and leadership in public service that includes police, fire, paramedic, and industrial health & safety training. We unite students with peers, instructors, and community partners to help students obtain a meaningful education and occupational experience to be prepared for careers in these areas. Macomb's PSI also provides training for individuals within businesses and industry who are responsible for emergency services and industrial safety functions. Our comprehensive training enhances safety, protection, and emergency response services within a business. Additionally, our programs provide knowledge and technical skills pertaining to Homeland Security. Our training enhances the tactical and operational preparedness of first responders and emergency personnel to safely and effectively manage emergencies. Achieving the Dream Macomb Community College is proud to be one of over 160 colleges selected to participate in Achieving the Dream (AtD), a multi-year national initiative. In fall 2013, Macomb achieved Leader College Status in this initiative. The goal of AtD is to increase community college student success, with a special focus on under-prepared students, low-income students, and students of color—groups that have traditionally been at a

disadvantage educationally. Through our participation in AtD, Macomb looks forward to seeing more students complete developmental and college-level courses successfully, stay enrolled from one term to the next, and earn the certificates and degrees they need to be successful in the workplace. Achieving the Dream Interventions All of Macomb’s interventions have the goal of increasing student success through increasing success in developmental courses, successful transition from developmental to college-level work, and term-to-term persistence. 1. College Success Course – CSSK-1200 Newly designed, three-credit course for entering students based on a research-based, holistic approach to student development. Beginning with the fall 2013 semester, this course was made mandatory for students with developmental placements in Reading, Math, and English. 2. More Frequent Math Developmental math classes meet three times per week instead of one or two times, with no increase in contact hours or change in course outcomes. 3. Everyday Math Course This is a new math course focusing on applications of math in the solution of everyday problems. It is a college-level course that transfers to Macomb’s major transfer partners in fulfillment of their math requirement. 4. Professional Development - Working with At-Risk Students An 8-week professional development program designed to help faculty be more effective in their work with at-risk students in the classroom. Workforce and Continuing Education (WCE) Macomb’s Career Academic departments extend the college’s tradition of education and service by providing job skills and lifelong learning opportunities that measurably improve the quality of life for individuals in the Macomb County region. Workforce and Continuing Education can be categorized into the following: Career Training: Assists individuals seeking immediate entry-level employment, new career opportunities, retraining, and skills upgrades for the workplace. Corporate Training: For businesses seeking to upgrade incumbent employee proficiency in technical and professional areas, and those seeking to find and train new employees. Workforce Assessment: Assessment and test preparation courses that address the workforce development needs of local and regional employers, trade and labor organizations, economic and workforce development organizations, and educational systems and institutions. Entrepreneurial Training: Geared to small business owners, entrepreneurs, and those agencies and individuals involved in economic and job development in the community.

Personal Enrichment: Opportunities for individuals to pursue special interests in art, language, culture, and wellness. Workforce and Continuing Education programs directly align with academic career programs to enhance non-credit to credit career pathways in Engineering and Advanced Technology, Business & Information Technology, and Health & Public Service. This innovation allows Macomb students to advance through progressive levels of training more efficiently and attain labor market payoffs sooner. The workforce development training provided by Macomb demonstrates the College’s continued commitment to supporting the economic development of the community it serves. Macomb provides a multitude of education and training solutions that are delivered through Workforce and Continuing Education academic areas, the Workforce Assessment Center, and Public Service Institute. Macomb provides training and learning solutions to increase productivity and improve the quality of the local workforce. In an era of rapid technological change, globalization, and economic pressure, businesses can benefit from a workforce development program customized to meet their needs. . Delivery methods can include:

Instructor-led classroom instruction On-site or off-site

E-Learning/Web-based learning Hand-on labs and situational learning

Interactive distance learning Blended learning The following represents the types of skill areas in which Workforce and Continuing Education has already developed successful training programs:

ICD-10 Medical Coding

Project Management

Green Building and Alternative Energy Education

Blueprint Reading

Mechatronics

MIOSHA Training

Robotic Welding Cell

Defense Industry Training Press-to-Press Automatic Simulator

Programmable Logic Controller Robot Training Cell

Variable Frequency Drive (VFD) Auto CAD

Hydraulic and Pneumatic Technology Computer Information Systems

Advanced Manufacturing Lean Manufacturing

CATIA National Electric Code

Computer Numerical Control

Court Reporting

Geometric Dimensioning & Tolerance

ISO/QS 9000 Quality Management

Machining Skills Unigraphics

Business Statistical Process Control

Community Enrichment In addition to the 48,000 students who enroll in Macomb's credit and non-credit programs each year, nearly 375,000 people participate in its community service programs, such as the Center for Performing Arts (which annually offers over 700 cultural events) and the family and athletic events at the College’s 61,000 square-foot Sports and Expo Center (the only expo space in Macomb County), and other special events and venues hosted by the College.

The Macomb Center for the Performing Arts annually hosts more than 100,000 visitors. The Macomb Center is the only entity in Macomb County designated as an Anchor Organization by the Michigan Council for Arts and Cultural Affairs, which identifies institutions with the capacity, financially and institutionally, to implement multi-level programs that are widely recognized within their region as hubs of significant arts and cultural activity. Capitalizing on its existing comprehensive community enrichment offerings, on September 28, 2006, the college launched what is now called the Albert L. Lorenzo Cultural Center, which is adjacent to the renowned Center for the Performing Arts. The cultural center has become a place for discovery, creating a venue where people can explore the historical and current experience that shape the community’s heritage. The Center operates on a philosophy of fostering partnerships and collaboration to augment existing assets already available in the community, while bringing new cultural resources and experiences to the residents of Macomb County. Programming for the Cultural Center is designed to explore topics from a variety of perspectives, creating multidimensional experiences that provide interactive opportunities for learning, celebration, and entertainment. The center has been recognized with awards from the Historical Society of Michigan and the Michigan Museums Association. The Center presents major program series each year, featuring exhibits, presentations, activities, and performances. Since opening in the fall of 2006, the center has attracted nearly 117,000 visitors, including class visits from elementary to high schools, bringing classroom learning to life. It should be noted that most of the Cultural Center events are free of charge. Career Services Career Services supports student learning by providing students and alumni with the tools necessary to bridge education with employment. Through the various types of resources Macomb offers, we help students identify their career and educational goals. Seminars on such topics as, “Branching Out for Success,” “Resume Basics,” “Soft Skills Essentials,” “Job Fair Boot Camp,” “Commencement 2 Careers,” among many others, help students and alumni identify the skills necessary to become successful when seeking employment opportunities and developing the confidence to pursue their career aspirations. Center for Teaching and Learning The major technology enhancements in the area of teaching have significantly improved the ability of the faculty to deliver curriculum in a variety of modes reflective of the learning preferences of their students. To support using instructional technology in the classroom, the College created the Center for Teaching and Learning which is designed to serve as a “one-stop shop” and professional development training center for full-time and adjunct faculty members. The center offers assistance with a wide variety of instructional and personal development topics such as teaching methods, web development, distance learning, curriculum development, and assessment. Training and the sharing of best practices, as facilitated by the Center for Teaching and Learning, allow the faculty to optimize their utilization of the College’s technology resources while enhancing their classroom content deliveries. Student Life and Leadership The Student Life & Leadership Office seeks to enhance the student experience by offering diverse programs and opportunities that build community, develop leadership skills and create global awareness.

Students are offered opportunities to connect to campus life through many student organizations, volunteer programs, social events, educational programs, diversity programs, leadership workshops and recreational tournaments. Service Learning Macomb offers many ways for students to get involved in the community through Service Learning. Many faculty members also include service learning opportunities in their curriculum. Macomb also collaborates with various organizations in the community who sponsor fund raisers throughout the year that benefit student organizations. H.O.P.E. (Helping Others Professional Enterprise) is a student organization at Macomb that is focused on one main idea: to make a difference. Through H.O.P.E., Macomb students get involved and give back to their communities by volunteering time through community service and fund raising. Student Options for Success (SOS) The SOS program connects students with a variety of community and public benefit organizations to help them with living expenses while pursuing higher education. Academic success is a priority, but many students still struggle with basic expenses such as food, rent, utilities, childcare, and healthcare while in school. The SOS program helps students find resources to support their attainment of educational goals by providing tools for ongoing financial stability and long-term self-sufficiency. High School Course Transfer (Articulation) Macomb has a similar positive working relationship with all of the county’s high schools and the intermediate school district, from which three out of four college-bound seniors in the county attend Macomb within five years of their high school graduation; Macomb currently has approximately 185 formal articulations agreements with the county school districts. Macomb University Center (UC) - Transfer & Articulation Macomb has over one hundred articulation and/or transfer agreements with four-year colleges and universities throughout the state and nation. Transfer Pathways Students intending to transfer and complete a bachelor’s degree need to make early decisions concerning an academic major and a transfer destination. Statistics show that students who make these decisions early are more likely to persist to graduation than their undecided counterparts. Macomb established a landmark on the higher education landscape when it built its University Center, one of the first community college-driven initiatives in the nation to provide access to bachelor’s degree completion and master’s degree programs. Eleven “partner” institutions offer students an opportunity to complete a bachelor’s degree or master’s degree in 80 programs. The current University Center partners are Central Michigan University, Ferris State University, Madonna University, Michigan State University, Northern Michigan University, Oakland University, Rochester College, University of Detroit Mercy, Walsh College, Wayne State University, and Northwood University.

List of transfer programs to universities: http://www.macomb.edu/University+Center/Programs.htm Annually, more than 4,500 students are enrolled in over 600 sections at the Macomb University Center (UC), pursuing bachelor, master's and doctoral degrees in fields from business, computer science, and elementary education to engineering, health services, and counseling. This center is now larger than some of Michigan’s smaller community colleges and several of its independent universities. The UC is an innovative concept that was pioneered by Macomb in 1991. The Macomb University Center started out with nearly 25 classrooms, state-of-the-art engineering and computer labs, along with a lecture hall that has tiered seating and is equipped for multimedia presentations. To further support the growth of new degree programs being offered at the UC, Macomb completed the addition of two additional buildings – UC2 was opened in 2000 and UC3 in 2007. The Macomb University Center includes a 25,000-square-foot Executive and Professional Development Center (PDC). The PDC opened in the fall of 2001 and was specifically designed to offer an exceptional learning environment. The delivery of the latest technologies is utilized to create a distinctive place where executives and professionals can update their skills and competencies. Every year over 11,000 people attend over 300 events hosted at the Professional Development Center and the Macomb University Center. In fall of 2006, Oakland University (OU) and Macomb started a new partnership called Macomb to Oakland. This agreement was the first dual-degree program in Michigan, offering joint admission and concurrent enrollment at both Oakland University and Macomb. Students apply once to attend both institutions and receive coordinated financial aid at both. Now fully operational, Macomb to Oakland allows students to simultaneously take classes at both institutions, working toward their associate’s degree through Macomb. Credits seamlessly transfer and are applied towards a bachelor’s degree at OU. In 2008, Wayne State University and Macomb began the Wayne Direct program. Similar to the Macomb to Oakland program, WayneDirect is for Macomb Community College students who want to get a head start on earning their bachelor’s degree from Wayne State. Concurrent enrollment allows the flexibility of courses at both institutions, broadens course availability and location of courses. Another option is to join Wayne State University’s Irvin D. Reid Honors College as Honors WayneDirect students. Walsh College and Macomb created an accelerated program that allows students to earn their ABA then BBA then MBA seamlessly in five years instead of the standard six years. Under this new program, students begin their studies at Macomb and attain their associate’s degree at Macomb The student then has the option of taking another year’s worth of courses at Macomb (at a substantial cost savings) before completing the remainder of their MBA requirements through Walsh. Walsh offers both the bachelor’s and master’s level courses conveniently located on Macomb’s Center Campus through the Macomb University Center. Macomb continues to expand its number of “3+1” programs, which allow students to complete three years of studies at Macomb and then transfer to a bachelor’s degree program at four-year institutions for the final year of study. Northwood University recently became the latest partner institution to offer this option to Macomb students. Other UC partnering institutions offering 3+1 programs include Ferris State University, Madonna University, University of Detroit Mercy, Rochester College, Walsh College and Wayne State University.

In 2009, Michigan State University’s College of Osteopathic Medicine (MSUCOM) celebrated the opening of UC4, its new campus at Macomb’s University Center. The $8.9 million, 12,000-square-foot addition was built to house specialized space dedicated to MSUCOM. The event marked the culmination of several years of planning from the university’s expansion into Macomb County, where 200 osteopathic medicine students take classes at the nation’s only medical school on a community college campus. The 200,000-square-foot University Center complex (UC1, UC2, UC3, UC4 and the PDC) is comprised of more than 40 regular classrooms, 25 specialty/computer labs, two, tiered auditoriums, student lounges/study areas, and large banquet-type hall as well as office and support space for all UC partners. Early College of Macomb - A college access, college ready model

Macomb Community College and the Macomb Intermediate School District have partnered to provide a great educational opportunity for the high school students in Macomb County. The Early College of Macomb (ECM) provides a formal concurrent enrollment program for grades 11-13 that focuses on students being academically and emotionally ready for the rigors of college life.

Fall 2010 cohort Started with 55 students (juniors) 26 students graduated with associate’s degree in May 2013 16 of the original cohort transfer to a 4 year college after 12th grade

Fall 2011 cohort Started with 117 students (juniors) 71 students enrolled in grade 13 on track to graduate in 2014 Students averaging 2.98 GPA Fall 2012 cohort Started semester with 209 students (juniors) Currently have 171 students enrolled in Grade 12. Students average GPA is 3.01 Fall 2013 Cohort started this fall semester with 240 juniors enrolled. Total number of students in program this semester is 481 Workforce Assessment Center Macomb Community College’s Workforce Assessment Center delivers state-of-the-art testing services and test preparation courses designed to meet the workforce development needs of Macomb County. These assessments directly address the interests of our local and regional workforce as well as the needs of employers, trade and labor organizations, economic and workforce development organizations, and educational systems and institutions. Macomb Community College’s Workforce Assessment Center offers flexible, high-stakes, cost-effective, skill specific testing services that lead to nationally recognized certification.

Wayne State University & Macomb Community College Grants Center for Advanced Automotive Technology (CAAT) – Funded through the National Science Foundation, the goal of the CAAT is to create the region’s premier storehouse of advanced automotive technology; catalog the intellectual capital that exists surrounding that technology and offer it to the region; and provide small seed grants to encourage ongoing development of training in the region to support this emerging industry. Macomb received $2,800,000. This three-year grant with a fourth year option began on 9/15/10 and will end on 8/31/14, unless the pending CAAT Renewal Proposal for $2,100,000 is approved in January 2014. If approved, the renewal will expand the Center for Advanced Automotive Technology to include emerging advanced automotive technologies. Career and Technical Education - Carl D. Perkins Grant: Funding – the Perkins Act provides nearly $1 billion in federal support annually amongst all 50 states allocated to colleges to support occupational/vocational academic programs.

The Act calls for:

An increased focus on the academic achievement of career and technical education students

Creating strong relationships with business and industry through student work-based learning, internships, experiential learning and co-operative learning

Strengthening connections between secondary and postsecondary education

Improving state and local accountability

Training students in “growth areas”

Provides for career guidance

Special populations – counselors assist career students

Macomb Community College Disciplines supported by Perkins Grant Include:

Applied Technology

Advanced Technology

Automotive

Business

Climate Control

Culinary Arts

Engineering Technology

Health and Human Services

Information Technology

Public Service Institute Trade Adjustment and Assistance Community College and Career Training Grant (TAACCCT) In September 2013, Macomb Community College, on behalf of the Michigan Coalition for Advanced Manufacturing (M-CAM), was awarded a $24.9 million U.S. Department of Labor (DOL) grant. The funding will support the efforts of eight Michigan community colleges to leverage growing opportunities in advanced manufacturing, directly responding to employer needs and preparing individuals for jobs in computer numerical control (CNC) machining, welding/fabrication, multi-skilled technician and

production operations. Those targeted for training include displaced workers, employed workers who require skills upgrading, and veterans. Funding from the four-year grant will cover upgrades to the colleges’ manufacturing technology to current employer standards, development of new educational offerings and delivery methods, and the training of 2,738 individuals. In addition to Macomb College, the other community colleges in the coalition are: Bay (Escanaba), Grand Rapids, Kellogg (Battle Creek), Lake Michigan College (Benton Harbor), Lansing, Mott (Flint) and Schoolcraft College (Livonia). Selection of the four job sectors was the result of an exhaustive market analysis, including direct employer input. The M-CAM approach features education and training that promotes job readiness skills, basic skill development, pathways to certificates/degrees, employer involvement, multiple methods of course delivery – including online/hybrid, and career services. Another goal of the coalition is to align the curriculum for these programs across all eight colleges, which will be a first in the State of Michigan. This will not only provide for mobility for students between community colleges but will also offer employers assurance of consistently trained job candidates. Macomb Community College will provide leadership for the coalition. Macomb’s portion of the grant is $9.6 million, the largest competitive grant award the college has ever received. It will provide funding for equipment upgrades to its Michigan Technical Training Center (M-TEC) in Warren that include laser alignment, robotics vision systems, RFID (radio frequency identification) tag reader conveyor, CNC robot load/unload, overhead monorail paint robot, AB and Siemens training stations, VFD (variable frequency drives) and CMM (coordinate measurement machine). Macomb will also be training more than 500 individuals in all four of the job sectors: CNC machining, welding/fabrication, multi-skilled technician and production operations. Macomb wrapped up a three-year, $4.9 million DOL grant earlier this year, which focused on preparing displaced workers for advanced manufacturing jobs in the defense sector. The college trained 2,558 individuals, 145 percent of the grant’s goal, directly matching 1,279 to jobs. Michigan New Jobs Training Program Designed as an economic development tool, the Michigan New Jobs Training Program allows community colleges to provide free training for employers that are creating new jobs and/or expanding operations in Michigan. The training for the newly hired workers is paid by capturing the state income tax associated with the new employees' wages. This is a local program where individual community colleges work directly with employers and local economic development to support job creation. There are no restrictions by industry or employer size. Community College Research Center (CCRC) Funded by the Kresge Foundation, this three-year project, structuring the Student Experience for Success, is a partnership between Macomb College and the Community College Research Center (CCRC). The purpose of the project is to respond to the “problem of complexity” by conducting research to provide recommendations for improvement to in-take processes. Based on the research findings, the College made the following changes:

Redesigned the entire admissions process

Reordered steps to entry with greater emphasis on importance of placement testing

Macomb Easy Start 1-2-3 – Renamed Admissions Process

Redesigned New Student Orientation

Redesigned the College Catalog

Created Student Service Labs The redesigned admissions project has shown positive results. This project was selected as Macomb’s Quality Initiative in preparation of its reaccreditation with the Higher Learning Commission. Higher Learning Commission Reaccreditation Every ten years, Macomb Community College must renew its accreditation through the Higher Learning Commission (HLC). Accreditation is required to maintain the college’s eligibility for federal financial and student aid programs, as well as to apply for grants that help support programs and services. This is a comprehensive process that will touch every aspect of the college, and it is designed to ensure that the institution is meeting established quality standards. The College is preparing to renew its accreditation with the HLC in 2016-2017 and has chosen the Open Pathway, which separates the continued accreditation process into two components: the Assurance Review and the Quality Initiative. The Open Pathway seeks to achieve the following goals:

• To enhance institutional value by opening the improvement aspect of accreditation so that institutions may choose Quality Initiatives to suit their current circumstances

• To reduce the reporting burden on institutions by utilizing as much information and data as

possible from existing institutional processes and collecting them in electronic form as they naturally occur over time

• To enhance rigor by checking institutional data annually (Institutional Update) and conducting

Assurance Reviews twice in the ten-year cycle • To integrate as much as possible all HLC processes and HLC requests for data into the

reaffirmation of accreditation cycle

Satisfaction Surveys

Macomb has conducted student satisfaction surveys for the purpose of determining students’ satisfaction with a wide range of experiences (e.g. classroom instruction, academic advising, registration, and support services) and to assess the extent to which their expectations in these areas are being met. The results of these surveys help to assess Macomb Community College’s current strengths and weaknesses as perceived by students and help it to prioritize its future actions and resources directed at improving Macomb’s ability to meet the needs of its students. Surveys- Responses captured from:

Advisory Committees

Students

Faculty

Community Community College Survey of Student Engagement (CCSSE) and Community College Faculty Survey of Student Engagement (CCFSSE) CCSSE, administered in the spring, at three year intervals, surveys credit students and gathers information about their overall college experience. It focuses on educational practices and student behaviors associated with higher levels of learning, persistence, and completion. CCFSSE is administered in conjunction with CCSSE to all faculty teaching credit courses in the academic term during which the college is participating in the student survey. The faculty survey reports on instructors’ perceptions about student experiences as well as data about their teaching practices and use of professional time. The College uses the data from both surveys to support and strengthen student learning and success. Surveys- Responses captured from: Programs Voluntary Framework of Accountability The Voluntary Framework of Accountability is a system for reporting community college progress and outcomes using measures appropriate to community colleges developed specifically for community colleges, by community colleges. The initiative was born out of recognition that commonly used measures do not adequately capture data on progress and outcomes for community colleges. In summer and fall of 2013, Macomb Community College participated in Beta-Testing of the system, along with 109 other community colleges. Initiative Leaders: American Association of Community Colleges (AACC), Association of Community College Trustees (ACCT), and the College Board Policy and Advocacy Center. Funders: Bill & Melinda Gates Foundation and the Lumina Foundation. Need Studies – Academic Program Macomb Community College conducts occupational need studies to determine the present and future employment needs of the community. Occupational need studies are conducted prior to the introduction of new programs and may occur at times during the life of existing programs. Often the advisability of offering a program is not determined until a need study has been completed and job opportunities identified. Potential programs may be suggested for need studies by sources inside and outside the College. Program Review in Occupational Education The Program Review in Occupational Education (PROE) provides the procedures and instrumentation for a college to self-study an occupational program through collecting the perceptions of a variety of individuals involved. The College’s Occupational programs grew out of an expressed need for a comprehensive planned approach to evaluating community college occupational programs. Included in the PROE are:

Equipment and technology review

Student Flow Model

Program Self-Study

Financial Analysis

Management Plan

College focus

Local initiation of the process

Local administration of the activity

Quantitative and qualitative data gathering and study

Self-study with voluntary validation

Individual program orientation

Outcomes to be available as a tool to produce a management plan for action Community Outreach and Involvement Automation Alley Macomb Community College is a Foundation Member of Automation Alley, a technology business association driving the growth and image of Southeast Michigan’s economy through a collaborative culture that focuses on workforce and business development initiatives. Since its founding in 1999, Automation Alley has expanded to include nearly 1,000 businesses, educational institutions and government entities from the city of Detroit and the surrounding eight-county region. Automation Alley promotes regional prosperity through entrepreneurial and exporting assistance, workforce development and technology acceleration. Global Corporate College Large multi-state, multi-national corporations are challenged regarding how best to develop their people.

Global Corporate College (GCC) was founded to provide consistent, strategic, just-in-time employee

development to support business priorities across multiple time zones, locations, and languages

through:

Dedicated network of community colleges and universities in the United States

Global partners in 24 countries—the largest, multi-modal, human capital development network in the world

Global Corporate College leverages the best learning industry practices with the resources of accredited

academic institutions and delivers the highest quality training and performance improvement support to

employers worldwide by providing:

Access to innovative and flexible education programs A variety of proven learning methods Diverse content areas Highly qualified and competent educators State-of-the-art facilities

Macomb is the only Global Corporate College partner in Michigan. This partnership gives Macomb access

to curriculum, worldwide training locations and all the services available through the GCC.

Leadership Macomb

Leadership Macomb is a non-profit organization whose nine-month program brings together leaders from numerous institutions, disciplines and geographic areas to strengthen their leadership skills, develop long-term business relationships, and obtain in depth information about Macomb County. It is a collaboration that utilizes the resources of the community, business, and government entities to inform decision makers and the public about emerging issues that will impact the county, southeast Michigan and their own organizations' bottom-line. Macomb-Oakland University INCubator

The Macomb-Oakland University INCubator provides entrepreneurial resources, business solutions,

access to student interns and proactive support to businesses at every stage, in an effort to help start-

ups on their path to success. The INCubator's goal is to create jobs and advance the development of

businesses with obtaining necessary financing for growth, business strategy, consultation, access to

appropriate rental space, shared business services, and equipment and technology support services in

the areas of defense, homeland security and advanced manufacturing.

Detroit Regional Chamber

Serving the business community for more than 100 years, the Detroit Regional Chamber is one of the

oldest, largest and most respected chambers of commerce in the country. The Chamber’s mission of

powering the economy for Southeast Michigan is carried out through economic development, education

reform, regional collaboration and providing valuable benefits to members. For more information, please

visit detroitchamber.com.

Macomb Literacy Partners

Macomb Literacy Partners (MLP) is a 501(c)3 nonprofit organization helping adults who have problems

reading, writing, and/or speaking English. MLP provides training for volunteer tutors who work with

students one-on-one or in small groups. Volunteer tutors meet with their literacy student(s) in quiet,

private areas of public sites, such as libraries, churches, and community centers. We also work directly

with school districts, colleges, and other academic institutions by providing tutoring services.

c. Identify other initiatives which may impact facilities usage

See b. above.

d. Demonstrate economic development impact of current/future programs (i.e., technical training centers, Life Science Corridor and Tri-Technology Corridor initiatives, etc.)

Economic Growth

Macomb is also a recipient of the Michigan Association of Continuing Education and Training Outstanding

Corporate Training Award. This annual award recognizes an outstanding educational project that significantly

advances the continuing development of the profession. This award was presented to Macomb in

recognition of its Designers Helping Designers program to return laid-off or unemployed designers to the

workplace.

Macomb contributes significantly to the economic vitality of Macomb County, providing an impact of up to $108 million annually and a return of up to $3.18 for each tax dollar invested in the college.

Other impacts highlighted included:

• Increase of up to $43.8 million in earnings of county residents due to gaining enhanced workplace skills through Macomb’s programs.

• Increase of $740 million in Macomb County tax base, attributable to the positive impact the college has on commercial and industrial property values

The three key industry growth sectors for Macomb County are: advanced manufacturing and automotive,

health care, and professional and technical services. There are 3,800 individuals who have completed

Macomb programs over the last five years that prepared them for careers in these high-growth industries,

earning an estimated $22.1 million more annually than they would have without completing Macomb

credentials.

Macomb Community College is not your traditional two-year college. In addition to credit and workforce programs, the college is also heavily engaged in federally funded training programs. . Macomb recently wrapped up a three-year, $4.9 million DOL grant earlier this year, which focused on preparing displaced workers for advanced manufacturing jobs in the defense sector, training over 2,500 individuals and surpassing the grant’s goals by 145 percent. Funding supported employer needs by preparing individuals for jobs in computer numerical control (CNC) machining, welding/fabrication, multi-skilled technician and production operations.

Five-Year History of Associate Degrees Awarded2007-08 - 2011-12

2007-08 2008-09 2009-10 2010-11 2011-12 5-Year Tot.

ARTS & SCIENCESArts & Sciences

Associate of Arts 174 192 176 189 194 925 Associate of Baccalaureate Studies 14 19 22 41 29 125 Associate of General Studies 942 1,033 1,083 1,041 1,059 5,158 Associate of Science 2 4 2 2 1 11 Biotechnology/Biology 1 1 4 3 2 11 Communication Arts/Speech 12 5 5 10 16 48 Mathematics 11 9 10 5 10 45 Pre-Ed/Para-Ed/Elementary Education 6 13 2 4 7 32 Pre-Engineering 4 6 2 3 4 19 Pre-Medicine 2 1 1 3 - 7 Pre-Social Work - - 1 6 7 14

TOTAL ARTS & SCIENCES 1,168 1,283 1,308 1,307 1,329 6,395

CAREER PREPARATION

Health & Human Services

Health & Human ServicesClinical Laboratory Technology - - 8 8 11 27 Early Childhood Care Technician 32 23 39 45 45 184 Emergency Medical Technician 9 13 14 14 16 66 Health Information Technician 13 15 12 24 11 75 Medical Assistant 15 36 44 61 63 219 Nuclear Medicine Technology - - 12 15 9 36 Nursing 124 110 111 135 140 620 Occupational Therapist Assistant 32 36 36 32 31 167 Physical Therapist Assistant 28 30 27 28 40 153 Respiratory Therapy 25 28 32 32 27 144 Surgical Technology 20 14 18 19 15 86 Veterinary Technician 34 25 38 32 33 162

TOTAL HEALTH & HUMAN SERVICES 332 330 391 445 441 1,939

Public Services

Public Service InstituteCrime Laboratory Technician 2 - - - - 2 Fire Science/Fire Academy 21 18 17 19 12 87 Homeland Security - - - - 4 4 Law Enforcement/Police Academy 57 62 72 75 88 354

TOTAL PUBLIC SERVICES 80 80 89 94 104 447

Note: Programs reported with the department/unit under which they were aligned during the most recent term reported. 02-01-2013 1 of 3

Five-Year History of Associate Degrees Awarded2007-08 - 2011-12

2007-08 2008-09 2009-10 2010-11 2011-12 5-Year Tot.

Business & Information Technology

Business & CulinaryAccounting 38 44 32 72 55 241 Business Management 44 68 52 103 92 359 Culinary Arts/Hospitality 52 34 44 63 60 253 Finance - - - - 2 2 General Business 197 190 253 231 209 1,080 Hospitality - - - - 6 6 Legal Assistant 39 37 38 40 45 199 Marketing 13 19 15 26 16 89 Pastry Arts - 10 30 19 36 95 Restaurant Management - - - 4 5 9 Total Business & Culinary 383 402 464 558 526 2,333

Information TechnologyBIS: Administrative Assistant 4 - 1 1 - 6 BIS: Bus Software Apply Off Prof 3 5 1 - - 9 BIS: Multimedia 1 - 1 - - 2 Computer Information Systems

Microcomputers 1 - - - - 1 Networking 13 25 33 53 61 185 Programming 2 1 - 13 15 31 Web Specialist/Programming 5 5 11 9 9 39

IT-Microcomputers 6 1 - - - 7 IT-Professional - 10 11 26 37 84 IT-Programming 5 6 6 5 1 23 Word/Info. Processing Spec 1 - - - - 1 Total Info & Comm Technician 41 53 64 107 123 388

TOTAL BUSINESS & INFO TECH 424 455 528 665 649 2,721

Engineering & Advanced Technology

Automotive & Technical EducationAutomotive Technology 48 52 47 41 43 231 Climate Control Technician 17 25 28 44 47 161 Total Automotive & Tech Ed 65 77 75 85 90 392

Engineering TechnologyDesign Technology

Architectural Tech/Drafting 17 5 8 7 11 48 Auto Body Design 1 1 - - 1 3 Automated Machine Design - - 3 13 24 40 Civil Technology 2 3 6 3 11 25 Land Surveying 1 3 4 4 5 17 Tool Fixture & Die Design 6 4 3 2 - 15

Note: Programs reported with the department/unit under which they were aligned during the most recent term reported. 02-01-2013 2 of 3

Five-Year History of Associate Degrees Awarded2007-08 - 2011-12

2007-08 2008-09 2009-10 2010-11 2011-12 5-Year Tot.

Product Dev/Vehicle Design 8 12 7 14 15 56 Total Design Technology 35 28 31 43 67 204

Mechanical TechnologyElec/Computer Service Technician 2 7 11 9 14 43 Electronic Engineering Technician 7 3 5 18 26 59 Electronic Service Technician 7 3 - - - 10 Industrial Supervision & Mgt - 2 - - - 2 Quality Systems Technician 6 5 5 5 5 26 Total Mechanical Technology 22 20 21 32 45 140

Media & Communication ArtsMedia & Communication Arts 73 73 94 87 99 426 Total Media & Comm Arts 73 73 94 87 99 426

Total Engineering Tech 130 121 146 162 211 770

Applied Technology & ApprenticeshipConstruction Technology 6 8 16 8 10 48 Maintenance Technician 20 18 16 14 12 80 Manufacturing Technician 8 11 15 19 22 75 Total Applied Tech & Apprent 34 37 47 41 44 203

TOT ENGINEERING & ADV TECH 229 235 268 288 345 1,365

TOTAL CAREER PREP 1,065 1,100 1,276 1,492 1,539 6,472

TOTAL ASSOCIATE DEGREES 2,233 2,383 2,584 2,799 2,868 12,867

Note: Programs reported with the department/unit under which they were aligned during the most recent term reported. 02-01-2013 3 of 3

2007-08 2008-09 2009-10 2010-11 2011-12 5-Yr. Tot.

Arts & Sciences

Behavioral Sciences 14 14 12 18 15 73 Communication Arts - - 1 - - 1 General Studies 172 148 167 138 124 749 International Studies - - 1 3 3 7 Music Performance - 1 1 1 - 3 Pre-Engineering - 1 - 1 - 2

TOTAL ARTS & SCIENCES 186 164 182 161 142 835

Health & Human Services

Health & Human ServicesChildhood Development Specialist 2 - - - 2 4 Emergency Medical Technician 10 14 11 5 5 45 Medical Assistant 8 16 16 56 50 146 Pre-medical Certificate - - 1 1 - 2 Surgical Technology 12 3 2 5 3 25

TOTAL HEALTH & HUMAN SERVICES 32 33 30 67 60 222

Public Services

Public Service InstituteFire Science 8 10 8 9 9 44 Homeland Security - - - - 1 1 Law Enforcement 6 5 5 8 6 30

TOTAL PUBLIC SERVICES 14 15 13 17 16 75

Business & Information Technology

Business & CulinaryAccounting/Finance 5 3 2 6 6 22 Business Management 3 6 5 5 4 23 Culinary Arts/Hospitality 11 4 3 2 3 23 General Business 13 22 20 15 5 75 Marketing 2 - 3 2 1 8 Pastry Arts Certificate - 5 9 7 4 25 TACOM Certificate in Business - 16 - 18 4 38 Total Business & Culinary 34 56 42 55 27 214

Five-Year History of Program Certificates Awarded2007-08 - 2011-12

CAREER PREPARATION

ARTS & SCIENCES

Note: Programs reported under the department /unit with which they were aligned during the most recent term reported. 02-01-2013 1 of 3

2007-08 2008-09 2009-10 2010-11 2011-12 5-Yr. Tot.

Five-Year History of Program Certificates Awarded2007-08 - 2011-12

Information TechnologyITBS: Administrative Assistant - 1 - - - 1 ITBS: Software Appl Off Prof - - 2 2 - 4 ITBS: Networking Specialist - 1 1 4 - 6 ITCS: Microcomputers 1 1 - - - 2 IT: Professional/Programming - 2 3 4 8 17 IT: Web Specialist/Programming 1 3 1 1 1 7 IT: Networking 1 4 2 1 3 11 Total Information Tech 3 12 9 12 12 48

TOTAL BUSINESS & INFO TECH 37 68 51 67 39 262

Engineering & Advanced Technology

Automotive & Technical EducationAutomotive Technology 14 8 27 18 27 94 Climate Control Technician 48 82 87 106 113 436 Total Auto & Tech Ed 62 90 114 124 140 530

Engineering TechnologyDesign Technology

Architectural Drafting 14 10 4 3 5 36 Automated Machine Design/Mechatronics - - - 6 5 11 Civil Technology - - 2 - 2 4 Land Surveying 1 - - 1 2 4 Tool Fixture & Die Design 7 6 5 - - 18 Vehicle Design 2 1 - 3 1 7 Total Design Technology 24 17 11 13 15 80

Mechanical TechnologyAviation Mechanic - - - - - - Computer Service Tech/CAD/CNC 14 15 20 15 23 87 Electronic Comm Service Tech 2 1 - - - 3 Electronic Engr Technician 4 7 2 26 24 63 Electronics-Computer Svc Tech 1 1 - 4 2 8 Electronics-Elect Ind Srvc Tech - 1 - - - 1 Manufacturing Tech-CNC 1 - - - - 1 Quality Systems Technology 3 2 4 2 1 12 Renewable Energy Tech - - 12 26 21 59 Total Mechanical Technology 25 27 38 73 71 234

Media & Communication ArtsGraphic & Commercial Arts 1 - - - - 1 Media & Communication Arts 9 12 10 12 11 54 Total Media & Comm Arts 10 12 10 12 11 55

Total Engineering Tech 59 56 59 98 97 369

Applied Technology & Apprenticeship

Note: Programs reported under the department /unit with which they were aligned during the most recent term reported. 02-01-2013 2 of 3

2007-08 2008-09 2009-10 2010-11 2011-12 5-Yr. Tot.

Five-Year History of Program Certificates Awarded2007-08 - 2011-12

Apprentice EIT or Other 3 3 1 2 1 10 Construction Technology - 1 2 - - 3 Die Design - - 1 - - 1 Draftsman-Design - - - 3 - 3 Electrical Apprentice 5 - 11 - - 16 Electrical (Construction - Maint.) 7 8 9 9 5 38 Electrical (Ind. Maintenance) 4 5 2 - 1 12 Hatebur - - - - - - Hydraulics - 1 1 - - 2 Industrial Electrician - 4 6 3 - 13 Industrial Hydraulics - - 1 - 1 2 Industrial Lift Truck Mechanic 1 - - - - 1 Machine Repair - 1 3 - - 4 Machinist - 1 - - 2 3 Maintenance Mechanic - Elect - - 3 1 1 5 Maintenance-Ref & A/C 2 3 1 - - 6 Maintenance Welding (Arc) 8 - - 1 1 10 Manufacturing Tech/CAM 2 - 1 10 - 13 Mechanic Gas & Electric - - - - - - Metal Model Maker 2 - - 1 - 3 Millwright 2 - - - - 2 Mold Designer 2 3 - 1 - 6 Mold Maker-Plastic 2 - - 2 - 4 Plant Maintenance Certificate - - 1 - 1 2 Plumber Pipefitter 3 - - 1 - 4 Plumbing 4 2 3 2 3 14 Production Machine Operator EIT - - - - 1 1 Sheet Metal Fabrication/EIT 1 1 - 1 - 3 Stationary Steam Engineer 2 - - 1 1 4 Tool & Die Maker - - 3 4 2 9 Tool Maker - - 1 - - 1 Tool Maker Jig & Fixture - - - 1 - 1 Welder Equipment Repair 1 1 6 8 10 26 Wood Pattern Maker 1 - 1 - - 2 Total Applied Tech & Apprent 52 34 57 51 30 224

TOTAL ENGINEERING & ADV TECH 173 180 230 273 267 1,123 TOTAL CAREER PREPARATION 256 296 324 424 382 1,682

TOTAL CERTIFICATES 442 460 506 585 524 2,517

Note: Programs reported under the department /unit with which they were aligned during the most recent term reported. 02-01-2013 3 of 3

Program 2007-08 2008-09 2009-10 2010-11 2011-12 5-yr Tot

Health & Human ServicesEmergency Medical Services - - - 5 26 31 Medical Assistant Front Office 38 31 45 56 53 223 Medical Assistant Phlebotomy Skill 24 35 41 36 18 154 Surgical Tech Skill Certificate 37 46 38 37 35 193

TOTAL HEALTH & HUMAN SERVICES 99 112 124 134 132 601

Business & Information Technology

Business & CulinaryAccounting SK 9 7 5 9 11 41 Cul-Prep Cook SK 43 41 18 39 21 162 Bus Mgt-New Supervisor Skill SK 8 13 17 13 11 62 Entrepreneurship/Small Bus SK - 4 11 - 3 18 General Business-International - - - 4 1 5 Marketing Customer Relations & Database SK 1 2 1 1 - 5 Pastry Arts Assistant Baker 64 71 20 44 24 223 Total Business & Culinary 125 138 72 110 71 516

Information TechnologyA+ Skill Special Certificate - - - 25 - 25 IT Programming Skill Special Certificate 2 3 6 12 13 36 IT-Information Assurance SK - 6 - 2 - 8 IT-Visual Basic Special Certificate 2 - 2 3 - 7 IT-UNIX - - - - 1 1 ITBS-Microsoft Apps & Comm in Bus SK 3 - - 5 - 8 ITCS-Cisco Hardware Config SK 1 1 1 3 - 6 ITCS Net Microsoft MCSA Skill Spec Ct 5 2 - - - 7 ITCS-Network Security SK 2 1 3 - 2 8 ITCS-UNIX SK 3 1 - - - 4 ITCS-Web Programming Level 1 SK 4 2 4 3 7 20 ITCS-Web Programming Level 2 SK 2 3 1 2 2 10 Total Information Tech 24 19 17 55 25 140

TOTAL BUSINESS & INFO TECH 149 157 89 165 96 656

Engineering & Advanced Technology

Automotive & Technical EducationAuto-Alternative Fuel SK - 1 3 9 2 15 Auto-Brakes & Suspension CP 12 16 22 28 28 106 Auto-Drivability & Diagnosis CP 11 11 14 13 12 61 Auto-Driveline CP 2 6 5 8 9 30 Auto-Electrical & AC CP 13 14 18 21 21 87 Auto-Engines CP 5 7 8 18 18 56 Total Auto & Tech Ed 43 55 70 97 90 355

Engineering Technology Design Technology

2007-08 - 2011-12Completion/Skill-Specific Certificates Awarded

Note: Programs reported under the department /unit with which they were aligned during the most recent term reported.

02-01-2013 1 of 2

Program 2007-08 2008-09 2009-10 2010-11 2011-12 5-yr Tot

2007-08 - 2011-12Completion/Skill-Specific Certificates Awarded

Product Dev. Basic AutoCAD SK 2 2 1 1 3 9 Product Dev. Basic Solid Works SK 4 1 - - 5 10 Product Dev. CATIA V5 SK 18 6 8 5 6 43 Veh Dsgn-Basic CATIA V5 SK 1 1 - 1 - 3 Veh Dsgn-Basic Unigraphics SK 7 4 4 8 6 29 Veh Dsgn-Advanced Unigraphics SK 1 - - - - 1 Veh Dsgn-Chassis Dsgn SK - - - - - - Veh Dsgn-Door Dsgn SK - - - - - - Total Design Technology 33 14 13 15 20 95

Mechanical TechnologyECS A+ Certification CP 3 5 2 - - 10 ECS - Basic Skills SK 2 3 2 - - 7 Elec/computer Svc Tech-Elctron Svc SK - - - - 12 12 Quality System Technician CP 5 13 12 5 5 40 Total Mechanical Technology 10 21 16 5 17 69

Total Engineering Tech 43 35 29 20 37 164

TOTAL ENGINEERING & ADV TECH 86 90 99 117 127 519

TOTAL MINI CERTIFICATES 334 359 312 416 355 1,776

Note: Programs reported under the department /unit with which they were aligned during the most recent term reported.

02-01-2013 2 of 2

PROGRAM DESCRIPTIONS Macomb Community College's programs specify the courses required to earn an associate's

degree or certificate. If you are interested in a program that you do not see listed, please call

586.445.7999 for information.

Terms used in this section and their definitions

PROGRAM DESCRIPTIONS

Accounting (Associate of Business Administration) (Certificate) (Skill Specific

Certificate)

Applied Technology & Apprenticeship (Apprenticeship) (Certificate)

Architectural Technology - Architectural Commercial Design (Associate of Applied

Science)(Certificate)

Architectural Technology - Civil Construction (Associate of Applied

Science)(Certificate)

Automated Systems Technology - Mechatronics (Associate of Applied Science)

(Certificate)

Automotive Technology (Associate of Applied Science) (Certificate)

o Alternative Fuels (Skill Specific Certificate)

o Brakes & Suspension (Certificate of Completion)

o Driveability & Diagnosis (Certificate of Completion)

o Driveline (Certificate of Completion)

o Electrical & Air Conditioning (Certificate of Completion)

o Engines (Certificate of Completion)

Automotive Technology - Comprehensive Automotive Training (CAT) (Associate of

Applied Science) (Certificate)

Behavioral Sciences (Certificate)

Biological Sciences (Associate of Science)

Business Management (Associate of Business Administration) (Certificate)

o New Supervisor (Skill Specific Certificate)

Chemistry (Associate of Science)

Civil Technology (Associate of Applied Science) (Certificate)

Climate Control Technology (Associate of Applied Science)

o Air Conditioning (Certificate)

o Air Conditioning, Heating, & Refrigeration (Certificate)

o Heating (Certificate)

o HVAC Installation and Service Technician (Certificate)

o Refrigeration (Certificate)

Clinical Laboratory Technology (Associate of Applied Science)

Computer Service Technology (Associate of Applied Science) (Certificate)

o A+ Certification Preparation (Skill Specific Certificate)

Construction Technology (Associate of Applied Science) (Certificate)

Construction Technology - Renewable Energy Specialist (Associate of Applied Science)

(Certificate)

Culinary Arts (Associate of Applied Science)

o Culinary Management (Certificate)

o Prep Cook (Skill Specific Certificate)

Customer Energy Specialist (Associate of Applied Science)

o Customer Energy Specialist - Design (Certificate)

Education - Early Childhood Studies (Associate of Applied Science)

o Education - Early Childhood Studies - Early Childhood Center Director (Skilled

Specific Certificate)

o Education - Early Childhood Studies - Family Child Care Management (Skilled

Specific Certificate)

Education - K-12 Education (Associate of Arts)

Education - Paraprofessional Education (Associate of Applied Science)

Electronic Engineering Technology (Associate of Applied Science) (Certificate)

o Basic Electronics (Certificate)

Emergency Medical Services - Emergency Medical Technician - Paramedic (Associate of

Applied Science) (Certificate)

o Emergency Medical Technician - Basic EMT (Skill Certificate)

Emergency Medical Services - Paramedic/Firefighter (Associate of Applied Science)

o Emergency Medical Technician - Paramedic/Firefighter (Certificate)

Entrepreneurship & Small Business (Associate of Business Administration) (Certificate)

(Skill Specific Certificate)

Finance (Associate of Business Administration) (Certificate)

Fire Science (Associate of Applied Science) (Certificate)

Fire Science with Fire Academy (Associate of Applied Science) (Certificate)

General Business (Associate of Business Administration) (Certificate)

o Global Supply Chain Management (Skill Specific Certificate)

o International Business (Skill Specific Certificate)

Health Information Technology (Associate of Applied Science)

Homeland Security (Associate of Applied Science)(Certificate)

Hospitality Management (Associate of Business Administration) (Certificate) (Skill

Specific Certificate)

IT-Applications Professional (Associate of Applied Science) (Certificate)

o Strategic Database (Skill Specific Certificate)

IT-IT Professional (Associate of Applied Science) (Certificate)

IT-Networking Specialist

o Cisco Network Professional (Associate of Applied Science) (Certificate)

o Cisco CCNA Networking (Skill Specific Certificate)

o Information Assurance (Skill Specific Certificate)

o Microsoft Enterprise Administrator (Associate of Applied Science) (Certificate)

(Skill Specific Certificate)

o Microsoft MCSA (Skill Specific Certificate)

o Network Security Professional (Associate of Applied Science) (Certificate)

IT-Programming (Associate of Applied Science) (Certificate)

o C++ Programming (Skill Specific Certificate)

o Database Programming (Skill Specific Certificate)

o Java Programming (Skill Specific Certificate)

o Visual Basic Programming (Skill Specific Certificate)

IT-Programming for Electronic Games (Associate of Applied Science) (Certificate)

IT-Website Programming (Associate of Applied Science) (Certificate)

o Level 1 (Skill Specific Certificate)

o Level 2 (Skill Specific Certificate)

o Level 3 (Skill Specific Certificate)

International & Global Studies: Europe (Associate of Arts)

International & Global Studies: Global Business Fundamentals - Certificate (Certificate)

International & Global Studies: Global Communication & Understanding- Certificate

(Certificate)

International & Global Studies: Modern Language & Culture - Asia - Certificate

(Certificate)

International & Global Studies: Modern Language & Culture - Europe - Certificate

(Certificate)

International & Global Studies: Modern Language & Culture - Latin America -

Certificate (Certificate)

International & Global Studies: Speech (Intercultural Communication) (Associate of

Arts)

Land Surveying (Certificate)

Land Surveying Technology - Field Technician (Associate of Applied Science)

(Certificate)

Land Surveying Technology - Office Technician (Associate of Applied Science)

(Certificate)

Law Enforcement (Associate of Applied Science) (Certificate)

Law Enforcement with Police Academy (Associate of Applied Science) (Certificate)

Legal Assistant (Associate of Applied Science)

Manufacturing Engineering (Associate of Applied Science)

Manufacturing Engineering Technology (Associate of Applied Science)

Marketing (Associate of Business Administration) (Certificate)

o Marketing - Advertising (Certificate)

o E-Marketing (Skill Specific Certificate)

o Professional Selling (Skill Specific Certificate)

Mathematics

o Mathematics (Associate of Arts)

o Mathematics (Associate of Science)

Media & Communication Arts - 3D Animation (Associate of Applied Science)

(Certificate)

Media & Communication Arts - Collaborative Media (Associate of Applied Science)

(Certificate)

Media & Communication Arts - Creative Imaging & Illustration (Associate of Applied

Science) (Certificate)

Media & Communication Arts - Design & Layout (Associate of Applied Science)

(Certificate)

Media & Communication Arts - Interactive Web Media (Associate of Applied Science)

(Certificate)

Media & Communication Arts - Photographic Technologies (Associate of Applied

Science) (Certificate)

Media & Communication Arts - Video Production (Associate of Applied Science)

(Certificate)

Medical Assistant (Associate of Applied Science) (Certificate)

Molecular Biotechnology (Associate of Science)

Music Performance (Certificate)

Nursing (Associate of Applied Science)

Occupational Therapy Assistant (Associate of Applied Science)

Pastry Arts (Associate of Applied Science) (Certificate)

o Assistant Baker (Skill Specific Certificate)

Physical Therapist Assistant (Associate of Applied Science)

Plant Maintenance (Certificate)

Pre-Engineering (Associate of Science) (Certificate)

Pre-Medical Studies (Associate of Science) (Certificate)

Pre-Social Work (Associate of Arts)

Product Development

o CAD (Associate of Applied Science) (Certificate)

Project Management (Associate of Business Administration)

Radiologic Technology (Associate of Applied Science)

Reciprocal Programs

o Diagnostic Medical Sonography

o Hospital Pharmacy Technology

Renewable Energy Technology (Certificate)

Respiratory Therapy (Associate of Applied Science)

Restaurant Management (Associate of Applied Science)

Speech Communication Arts - Intercultural/Interpersonal Communication (Associate of

Applied Science) (Certificate)

Speech Communication Arts - Mass Media (Associate of Applied Science) (Certificate)

Speech Communication Arts - Presentation (Associate of Applied Science) (Certificate)

Speech Communication Arts - Public Relations (Associate of Applied Science)

(Certificate)

Surgical Technology (Associate of Applied Science)

o Central Processing Distribution Technician (Skill Specific Certificate)

o Surgical Technologist (Certificate)

Veterinary Technician (Associate of Applied Science)

Web Specialist (Associate of Applied Science) (Certificate)

III. Staffing and Enrollment

III. Staffing and Enrollment  

Colleges and universities must include staffing and enrollment trends in the annual 5‐year comprehensive master plans.  This component should:   a. Describe current full and part‐time student enrollment levels by academic program and define how the 

programs are accessed by the student (i.e., main or satellite campus instruction, collaboration efforts with other institutions, Internet or distance learning, etc.) 

 More than three‐quarters of Macomb’s students are enrolled in four main program groups.  The largest is 

liberal arts and sciences, in which nearly 10,400 (44%) students are enrolled.  These are programs that are 

primarily designed to prepare students for transferring to four‐year institutions.  The next largest program 

group is health services, in which roughly 4,500 (19%) students are enrolled.  Approximately 2,900 students 

(12%) are enrolled in business‐related programs.  And, just over 2,100 (9%) are enrolled in computers, IT 

and engineering programs.  Although not quite as large as the above program groups, Macomb educates a 

significant number of individuals in the areas of public safety (870), precision manufacturing (535), and 

culinary arts (445).   

 See Appendix A for student enrollment levels by academic program.  Online Learning, Center for Teaching and Learning 

Online Learning has experienced dramatic growth in the use of the College’s Learning Management System (LMS). The Online Learning Department within the Center for Teaching and Learning administers the College’s LMS. Currently over 50,000 students access the LMS on an annual basis (duplicated headcount) to take online or hybrid classes or through on‐ground web‐enhanced classes. This represents a 538% increase in students using the LMS over the past five years. 

The reason for this growth is in part due to the many benefits that faculty and students have experienced. Some of those benefits are: 

Extending the learning beyond the physical classroom  Communicating with classmates and instructors outside the classroom   Access grades, the course syllabus or other related course materials anytime and anywhere 

within a secure environment 

Use of a centralized LMS has proliferated not only at Macomb, but within higher education across the country. According to the EDUCAUSE Center for Analysis and Research (ECAR) 2012 Report, 88% of students use LMS and 50% wish faculty used it more. According to this same study, an institution’s LMS has become a baseline resource students expect to encounter in most of their courses. 

The College’s LMS gives students the flexibility to take online or hybrid classes as well as providing access to supplemental information for their on‐ground classes. When students take online classes, all course interactions are facilitated through the LMS. This offers many students an opportunity to take classes they may not otherwise be able to due to family, work, transportation, time, or other constraints related to time and location. Over the past five years, online courses enrollment has increase over 85%. 

Hybrid courses provide a combination of hands‐on, face‐to‐face instruction and online activities. This gives students the ability to do some of their coursework from home, while interacting with their colleagues and performing laboratory exercises in the classroom. Hybrid course enrollment has increased over 90% over the past 5 years.  

Over that same time period, Macomb has supported an ever increasing reliance on electronic teaching, learning and communication through the web‐enhancing of on‐ground classes. Supplemental course information is accessed online by students via the College’s LMS. In 2007, this was not offered to students and now over 39,000 students annually (duplicated headcount) receive supplemental information through web‐enhanced classes. 

Every academic program area of the College uses the LMS in some capacity. Usage spans across credit and non‐credit programs and includes workforce education training and dual enrolled high school students. 

b. Project enrollment patterns over the next five years (including distance learning initiatives)   

   

Projections of national public community college enrollment by the National Center for Education Statistics (NCES) were used to generate estimates of future head count at Macomb. These projections explicitly take account of factors likely to influence head count at Macomb, such as demographic factors affecting the size of high school graduating classes. Indeed, analysis revealed a strong correlation between the yearly changes in head count at Macomb for the 2003 through 2012 period and yearly changes implied by the NCES actual and projected national public, community college head count totals for the same period (r = .81). Using fall 2012 head count at Macomb as a starting point, the yearly changes underlying the NCES projections through 2013 were used to estimate head count at Macomb for fall 2013 through fall 2017. Estimated 90% error bands centered on the point estimates were derived from the empirical prediction error distribution of the trend model estimated for the 2003 through 2012 period using the implied yearly changes in the NCES head count projections. The mean absolute prediction error for this period is only 1.3%, and 90% of the absolute prediction errors for the period were less than or equal to 2.1%, resulting in an empirically estimated 90% confidence interval with a width of 4.2%. Given concerns about the extent to which the model used for the national NCES projections accurately reflected the forces influencing enrollment at Macomb, however, it was felt advisable to use the 90% lower confidence level to estimate head count at Macomb from fall 2013 through fall 2017.   

 

23676 23937 24368 24757 25104

0

5000

10000

15000

20000

25000

30000

2013 2014 2015 2016 2017

Projected Head Count

90% LCL

LCL: Lower Confidence Level

c. Evaluate enrollment patterns over the last five years  

The College’s fall 2012 credit head count was 24,160, which was down 0.7% from the previous fall semester, 

while the credit hours (214,814) decreased by 1.2%.

The College’s FY 2012‐13 non‐credit enrollment decreased 10.3% from that of the previous fiscal year.  

  

       

   

21000

22000

23000

24000

25000

2007 2008 2009 2010 2011 2012

22348

23149

2449324750

24325 24160

Year

Credit Head Count

129061 135320146169 146104 143436 141234

70039 7329579221 80142 73900 73580

0

20000

40000

60000

80000

100000

120000

140000

160000

2007 2008 2009 2010 2011 2012

Cre

dit H

ours

Fall Semester

Credit Hours

A&S

CareerPrep

                                          Non‐Credit Head Count       

Year  Head Count  Change 

2012‐13  12852  ‐10.3% 

2011‐12  14334  ‐6.7% 

2010‐11  15362  ‐2.8% 

2009‐10  15799  ‐6.0% 

2008‐09  16810  ‐5.7% 

  

   Total credit hours in Arts and Sciences courses and in Career and Technical Education have each increased by 9.4% and 5.1% respectively since fall 2007. The proportion of total credit hours accounted for by Arts and Sciences has remained constant at about 65% to 67% since fall 2007.    Degrees Awarded  The number of degrees awarded in Arts and Sciences increased by 13.6% between the 2006‐07 and the 2011‐12 academic years, while the number of degrees in Career and Technical Education increased about 50.9% over the same period.   

  

Student Characteristics  

In fall 2007, 65.3% of Macomb students were 24 years old or younger. In fall 2012, this segment accounted for 66.0% of Macomb students.  Students at Macomb are on average carrying approximately the same credit‐hour load now (fall 2012) as in 2007.  The average credit‐hour load has decreased less than 1% (‐0.2%) from 2007, and the proportion of students that are full‐time is down 12.2%.  

 

1170 11681283 1308 1307 1329

1020 1065 11001276

1492 1539

0200400600800

10001200140016001800

2007 2008 2009 2010 2011 2012

Num

ber o

f Deg

rees

Academic Year

Associate Degrees Awarded

A&S

CareerPrep

Meancredithours

% FT% >24

years old% Non‐resident

2007 8.91 37.6 34.7 11.9

2012 8.89 33.0 34.0 13.7

0.0010.0020.0030.0040.00

Percentage

Student Characteristics Data

2007

2012

  2007  2008  2009  2010  2011  2012  Change 

A&S  129061.0  135320.0 146169.0 146104.0 143436.0 141234.0  9.4%

Career Prep  70039.0  73294.5 79221.0 80141.5 73900.0 73579.5  5.1%

Total  199100.0  208614.5 225390.0 226245.5 217336.0 214813.5  7.9%

    

  

 d. Provide instructional staff/student and administrative staff/student ratios for major academic programs 

or colleges  Staffing  In  fall 2012, Macomb had 231  full‐time, 779 part‐time  faculty members  teaching  credit  courses  and 58 administrators. 

 Instructional Staff to Student Ratio (Credit) 

 Number FT  

Institutional Staff  Number of Students  Ratio 

Fall 2012  231  24160  104.6 

 Administrative Staff to Student Ratio (Credit) 

Number FT         Administrative Staff  Number of Students  Ratio 

Fall 2012  68  24160  355.3 

  e. Project future staffing needs based on 5‐year enrollment estimates and future programming changes 

 Projected staffing levels are expected to remain approximately the same as the current level over the next five years.  

 f. Identify current average class size and projected average class size based on the institution’s mission and 

planned programming changes  

Since average class size is a function of numerous factors—such as head count and average credit hour load and policies and practice regarding the assignment of faculty to classes—each of which can only be estimated with considerable uncertainty, any projections of class size are inherently uncertain. Given the absence of a clear trend in the most recent five years of data, the average (21.9) of this most recent data represents the best estimate for fall 2013 and beyond. 

 

Year  Total Number of Lecture Sections  Average 

Fall 2012  2078  22.4 

Fall 2011  2233  21.1 

Fall 2010  2345  21.7 

Fall 2009  2346  22.3 

Fall 2008  2218  22.1 

Student Characteristics Data 

Year  2007  2012  Change 

Mean credit hours  8.91  8.89  ‐0.2% 

% FT  37.6  33.0  ‐12.2% 

% >24 years old  34.7  34.0  ‐2.0% 

% Non‐resident  11.9  13.7  15.1% 

Staffing & Enrollment – Appendix A

CIP CIP Program Title Student Count

Student Percent of Total

Part-time

Count

Part-time

Percent

Full-time

Count

Full-time

Percent

3.0104 Environmental Science 11 0.0% 4 36.4% 7 63.6%

3.0301 Fishing and Fisheries Sciences and Management 2 0.0% 2 100.0% 0 0.0%

5.0299 Ethnic, Cultural Minorities, Group Studies 1 0.0% 1 100.0% 0 0.0%

9.0101 Communication Studies/Speech Communication and Rhetoric 45 0.2% 30 66.7% 15 33.3%

9.0102 Mass Communication/Media Studies 32 0.1% 21 65.6% 11 34.4%

9.0401 Journalism 28 0.1% 20 71.4% 8 28.6%

9.0701 Radio and Television 14 0.1% 12 85.7% 2 14.3%

9.0901 Organizational Communication, General 2 0.0% 2 100.0% 0 0.0%

9.0902 Public Relations/Image Management 22 0.1% 14 63.6% 8 36.4%

10.0304 Animation, Interactive Tech., Video Graphics and Special Effects 4 0.0% 1 25.0% 3 75.0%

11.0103 Information Technology 99 0.4% 67 67.7% 32 32.3%

11.0201 Computer Programming/Programmer, General 223 0.9% 159 71.3% 64 28.7%

11.0202 Computer Programming, Specific Applications 53 0.2% 43 81.1% 10 18.9%

11.0701 Computer Science 105 0.4% 68 64.8% 37 35.2%

11.1002 System, Networking, and LAN/WAN Management/Manager 194 0.8% 149 76.8% 45 23.2%

11.1003 Computer and Information Systems Security 85 0.4% 52 61.2% 33 38.8%

11.1004 Web/Multimedia Management and Webmaster 68 0.3% 46 67.6% 22 32.4%

11.1099 Computer/Information Technology Services Admin, and Mgmt. 43 0.2% 30 69.8% 13 30.2%

12.0303 Mortuary Science and Embalming/Embalmer 27 0.1% 20 74.1% 7 25.9%

12.0501 Baking And Pastry Arts/Baker/Pastry Chef 95 0.4% 59 62.1% 36 37.9%

12.0503 Culinary Arts/Chef Training 335 1.4% 227 67.8% 108 32.2%

12.0504 Restaurant, Culinary, and Catering Management/Manager 15 0.1% 11 73.3% 4 26.7%

12.0509 Culinary Science/Culinology 1 0.0% 1 100.0% 0 0.0%

13.0000 Education 146 0.6% 108 74.0% 38 26.0%

13.1099 Special Education and Teaching, Other 5 0.0% 2 40.0% 3 60.0%

13.1202 Elementary Education and Teaching 277 1.2% 155 56.0% 122 44.0%

13.1205 Secondary Education and Teaching 218 0.9% 140 64.2% 78 35.8%

13.1314 Physical Education Teaching and Coaching 9 0.0% 5 55.6% 4 44.4%

13.9999 Education, Other 12 0.1% 10 83.3% 2 16.7%

14.0000 Engineering 4 0.0% 4 100.0% 0 0.0%

14.0101 Engineering, General 283 1.2% 153 54.1% 130 45.9%

14.0701 Chemical Engineering 3 0.0% 2 66.7% 1 33.3%

14.0804 Transportation and Highway Engineering 4 0.0% 3 75.0% 1 25.0%

14.0901 Computer Engineering, General 31 0.1% 19 61.3% 12 38.7%

14.1001 Electrical and Electronics Engineering 11 0.0% 10 90.9% 1 9.1%

14.1201 Engineering Physics/Applied Physics 1 0.0% 0 0.0% 1 100.0%

14.1901 Mechanical Engineering 13 0.1% 7 53.8% 6 46.2%

14.2701 Systems Engineering 5 0.0% 3 60.0% 2 40.0%

Staffing & Enrollment – Appendix A

14.3601 Manufacturing Engineering 25 0.1% 22 88.0% 3 12.0%

14.9999 Engineering, Other 84 0.4% 46 54.8% 38 45.2%

15.0000 Engineering Technology, General 4 0.0% 4 100.0% 0 0.0%

15.0201 Civil Engineering Technology/Technician 16 0.1% 15 93.8% 1 6.3%

15.0303 Electrical, Electronic & Comm. Engineering Technology/Technician 119 0.5% 76 63.9% 43 36.1%

15.0399 Electrical And Electronic Engineering Technologies/Technicians 6 0.0% 5 83.3% 1 16.7%

15.0403 Electromechanical Tech./Electromechanical Engineering Tech. 64 0.3% 43 67.2% 21 32.8%

15.0404 Instrumentation Technology/Technician 1 0.0% 1 100.0% 0 0.0%

15.0405 Robotics Technology/Technician 1 0.0% 1 100.0% 0 0.0%

15.0501 Heating, Air Conditioning and Refrig. Technology/Technician 150 0.6% 124 82.7% 26 17.3%

15.0503 Energy Management and Systems Technology/Technician 11 0.0% 9 81.8% 2 18.2%

15.0506 Water Quality and Wastewater Treat. Mgmt. and Recycling Tech. 1 0.0% 1 100.0% 0 0.0%

15.0612 Industrial Technology/Technician 3 0.0% 3 100.0% 0 0.0%

15.0613 Manufacturing Technology/Technician 72 0.3% 57 79.2% 15 20.8%

15.0699 Industrial Production Technologies/Technicians, Other 23 0.1% 20 87.0% 3 13.0%

15.0702 Quality Control Technology/Technician 14 0.1% 12 85.7% 2 14.3%

15.0899 Mechanical Engineering Related Technologies/Technicians, Other 5 0.0% 5 100.0% 0 0.0%

15.1001 Construction Engineering Technology/Technician 68 0.3% 46 67.6% 22 32.4%

15.1102 Surveying Technology/Surveying 8 0.0% 8 100.0% 0 0.0%

15.1103 Hydraulics and Fluid Power Technology/Technician 1 0.0% 1 100.0% 0 0.0%

15.1199 Engineering-Related Technologies, Other 1 0.0% 1 100.0% 0 0.0%

15.1301 Drafting And Design Technology/Technician, General 1 0.0% 1 100.0% 0 0.0%

15.1303 Architectural Drafting And Architectural Cad/Cadd 76 0.3% 49 64.5% 27 35.5%

15.1306 Mechanical Drafting and Mechanical Drafting CAD/CADD 7 0.0% 6 85.7% 1 14.3%

15.1399 Drafting/Design Engineering Technologies/Technicians, Other 117 0.5% 83 70.9% 34 29.1%

15.9999 Engineering Technologies/Technicians, Other 16 0.1% 9 56.3% 7 43.8%

16.0000 Foreign Languages, Literatures, And Linguistics 2 0.0% 2 100.0% 0 0.0%

19.0708 Child Care And Support Services Management 100 0.4% 79 79.0% 21 21.0%

19.0901 Apparel and Textiles, General 13 0.1% 6 46.2% 7 53.8%

22.0301 Legal Administrative Assistant/Secretary 176 0.7% 127 72.2% 49 27.8%

22.0302 Legal Assistant/Paralegal 4 0.0% 4 100.0% 0 0.0%

22.9999 Legal Professions and Studies, Other 2 0.0% 1 50.0% 1 50.0%

23.0000 English Language and Literature 27 0.1% 11 40.7% 16 59.3%

23.1304 Rhetoric and Composition 2 0.0% 2 100.0% 0 0.0%

24.0000 Liberal Arts and Sciences, General Studies, and Humanities 6023 25.4% 4047 67.2% 1976 32.8%

24.0101 Liberal Arts and Sciences/Liberal Studies 398 1.7% 243 61.1% 155 38.9%

24.0102 General Studies 3118 13.1% 2255 72.3% 863 27.7%

26.0101 Biology/Biological Sciences, General 105 0.4% 59 56.2% 46 43.8%

26.0202 Biochemistry 9 0.0% 6 66.7% 3 33.3%

26.1201 Biotechnology 2 0.0% 2 100.0% 0 0.0%

Staffing & Enrollment – Appendix A

27.0101 Mathematics, General 25 0.1% 13 52.0% 12 48.0%

30.1900 Nutrition Sciences 11 0.0% 9 81.8% 2 18.2%

30.2001 International/Global Studies 7 0.0% 5 71.4% 2 28.6%

31.0504 Sport and Fitness Administration/Management 1 0.0% 0 0.0% 1 100.0%

31.0505 Kinesiology and Exercise Science 27 0.1% 20 74.1% 7 25.9%

38.0100 Philosophy 1 0.0% 0 0.0% 1 100.0%

38.0101 Philosophy 3 0.0% 3 100.0% 0 0.0%

40.0501 Chemistry, General 26 0.1% 16 61.5% 10 38.5%

40.0801 Physics, General 5 0.0% 2 40.0% 3 60.0%

42.0101 Psychology, General 289 1.2% 160 55.4% 129 44.6%

42.2707 Social Psychology 13 0.1% 12 92.3% 1 7.7%

43.0103 Criminal Justice/Law Enforcement Administration 306 1.3% 210 68.6% 96 31.4%

43.0104 Criminal Justice/Safety Studies 148 0.6% 80 54.1% 68 45.9%

43.0107 Criminal Justice/Police Science 315 1.3% 195 61.9% 120 38.1%

43.0201 Fire Prevention and Safety Technology/Technician 25 0.1% 19 76.0% 6 24.0%

43.0203 Fire Science/Fire-Fighting 42 0.2% 24 57.1% 18 42.9%

43.0301 Homeland Security 31 0.1% 15 48.4% 16 51.6%

43.9999 Homeland Security, Law Enforcement, Firefighting And Related 4 0.0% 4 100.0% 0 0.0%

44.0701 Social Work 263 1.1% 157 59.7% 106 40.3%

44.9999 Public Administration and Social Service Professions, Other 9 0.0% 5 55.6% 4 44.4%

45.0101 Social Sciences, General 6 0.0% 5 83.3% 1 16.7%

45.0201 Anthropology 8 0.0% 3 37.5% 5 62.5%

45.0601 Economics, General 9 0.0% 3 33.3% 6 66.7%

45.1001 Political Science and Government, General 28 0.1% 16 57.1% 12 42.9%

45.1101 Sociology 1 0.0% 0 0.0% 1 100.0%

46.0201 Carpentry/Carpenter 3 0.0% 3 100.0% 0 0.0%

46.0503 Plumbing Technology/Plumber 13 0.1% 12 92.3% 1 7.7%

46.9999 Construction Trades, Other 2 0.0% 2 100.0% 0 0.0%

47.0101 Electrical/Electronics Equipment Installation and Repair, General 67 0.3% 49 73.1% 18 26.9%

47.0105 Industrial Electronics Technology/Technician 8 0.0% 7 87.5% 1 12.5%

47.0303 Industrial Mechanics And Maintenance Technology 1 0.0% 1 100.0% 0 0.0%

47.0499 Precision Systems Maintenance and Repair Technologies, Other 7 0.0% 5 71.4% 2 28.6%

47.0604 Automobile/Automotive Mechanics Technology/Technician 330 1.4% 244 73.9% 86 26.1%

47.9999 Mechanic and Repair Technologies/Technicians, Other 1 0.0% 1 100.0% 0 0.0%

48.0000 Precision Production Trades, General 4 0.0% 4 100.0% 0 0.0%

48.0501 Machine Tool Technology/Machinist 3 0.0% 2 66.7% 1 33.3%

48.0507 Tool And Die Technology/Technician 38 0.2% 38 100.0% 0 0.0%

48.0508 Welding Technology/Welder 57 0.2% 44 77.2% 13 22.8%

48.0701 Woodworking, General 1 0.0% 1 100.0% 0 0.0%

48.9999 Precision Production, Other 3 0.0% 2 66.7% 1 33.3%

49.0299 Ground Transportation, Other 1 0.0% 1 100.0% 0 0.0%

Staffing & Enrollment – Appendix A

50.0101 Visual and Performing Arts, General 1 0.0% 1 100.0% 0 0.0%

50.0402 Commercial And Advertising Art 541 2.3% 286 52.9% 255 47.1%

50.0700 Fine and Studio Art 61 0.3% 39 63.9% 22 36.1%

50.0701 Art/Art Studies, General 2 0.0% 1 50.0% 1 50.0%

50.0703 Art History, Criticism and Conservation 1 0.0% 1 100.0% 0 0.0%

50.0903 Music Performance, General 27 0.1% 19 70.4% 8 29.6%

51.0000 Health Services/Allied Health/Health Sciences, General 2335 9.8% 1761 75.4% 574 24.6%

51.0299 Communication Disorders Sciences and Services, Other 12 0.1% 8 66.7% 4 33.3%

51.0601 Dental Assisting/Assistant 62 0.3% 49 79.0% 13 21.0%

51.0707 Health Information/Medical Records Technology/Technician 44 0.2% 35 79.5% 9 20.5%

51.0801 Medical/Clinical Assistant 243 1.0% 179 73.7% 64 26.3%

51.0803 Occupational Therapist Assistant 27 0.1% 5 18.5% 22 81.5%

51.0805 Pharamacy Technician 1 0.0% 1 100.0% 0 0.0%

51.0806 Physical Therapist Assistant 48 0.2% 42 87.5% 6 12.5%

51.0808 Veterinary/Animal Health Technology/Tech. And Veterinary Asst. 73 0.3% 46 63.0% 27 37.0%

51.0811 Pathology/Pathologist Assistant 7 0.0% 4 57.1% 3 42.9%

51.0812 Respiratory Therapy Technician/Assistant 45 0.2% 2 4.4% 43 95.6%

51.0904 Emergency Medical Technology/Technician (Emt Paramedic) 204 0.9% 102 50.0% 102 50.0%

51.0905 Nuclear Medical Technology/Technologist 3 0.0% 3 100.0% 0 0.0%

51.0909 Surgical Technology/Technologist 32 0.1% 13 40.6% 19 59.4%

51.0910 Diagnostic Medical Sonography/Sonogr. and Ultrasound Tech. 104 0.4% 75 72.1% 29 27.9%

51.0911 Radiologic Technology/Science ¿ Radiographer 127 0.5% 89 70.1% 38 29.9%

51.0912 Physician Assistant 45 0.2% 25 55.6% 20 44.4%

51.1002 Cytotechnology/Cytotechnologist 17 0.1% 10 58.8% 7 41.2%

51.1004 Clinical/Medical Laboratory Technician 21 0.1% 7 33.3% 14 66.7%

51.1005 Clinical Laboratory Science/Medical Technology/Technologist 2 0.0% 1 50.0% 1 50.0%

51.1007 Histologic Technology/Histotechnologist 1 0.0% 0 0.0% 1 100.0%

51.1101 Pre-Dentistry Studies 7 0.0% 3 42.9% 4 57.1%

51.1102 Pre-Medicine/Pre-Medical Studies 152 0.6% 74 48.7% 78 51.3%

51.1103 Pre-Pharmacy Studies 169 0.7% 81 47.9% 88 52.1%

51.1105 Pre-Nursing Studies 2 0.0% 2 100.0% 0 0.0%

51.1199 Health/Medical Preparatory Programs, Other 118 0.5% 62 52.5% 56 47.5%

51.1701 Optometry (OD) 4 0.0% 1 25.0% 3 75.0%

51.2099 Pharmacy, Pharmaceutical Sciences, and Administration, Other 25 0.1% 17 68.0% 8 32.0%

51.2211 Health Services Administration 28 0.1% 25 89.3% 3 10.7%

51.2306 Occupational Therapy/Therapist 31 0.1% 20 64.5% 11 35.5%

51.2308 Physical Therapy/Therapist 53 0.2% 23 43.4% 30 56.6%

51.2401 Veterinary Medicine (DVM) 30 0.1% 13 43.3% 17 56.7%

51.3101 Dietetics/Dietitian (RD) 36 0.2% 24 66.7% 12 33.3%

51.3801 Registered Nursing/Registered Nurse 447 1.9% 339 75.8% 108 24.2%

52.0000 Business, Management, Marketing, And Related Support 123 0.5% 93 75.6% 30 24.4%

Staffing & Enrollment – Appendix A

Services

52.0101 Business/Commerce, General 614 2.6% 438 71.3% 176 28.7%

52.0201 Business Administration and Management, General 1430 6.0% 961 67.2% 469 32.8%

52.0203 Logistics, Materials & Supply Chain Management 21 0.1% 13 61.9% 8 38.1%

52.0205 Operations Management and Supervision 16 0.1% 12 75.0% 4 25.0%

52.0208 E-Commerce/Electronic Commerce 1 0.0% 0 0.0% 1 100.0%

52.0213 Organizational Leadership 2 0.0% 1 50.0% 1 50.0%

52.0301 Accounting 119 0.5% 75 63.0% 44 37.0%

52.0302 Accounting Technology/Technician And Bookkeeping 285 1.2% 214 75.1% 71 24.9%

52.0401 Administrative Assistant And Secretarial Science, General 4 0.0% 4 100.0% 0 0.0%

52.0407 Business/Office Automation/Technology/Data Entry 1 0.0% 1 100.0% 0 0.0%

52.0501 Business/Corporate Communications 11 0.0% 9 81.8% 2 18.2%

52.0799 Entrepreneurial and Small Business Operations, Other 76 0.3% 49 64.5% 27 35.5%

52.0801 Finance, General 32 0.1% 22 68.8% 10 31.3%

52.0899 Finance and Financial Management Services, Other 1 0.0% 1 100.0% 0 0.0%

52.0901 Hospitality Administration/Management, General 81 0.3% 58 71.6% 23 28.4%

52.0904 Hotel/Motel Administration/Management 2 0.0% 2 100.0% 0 0.0%

52.1001 Human Resources Management/Personnel Admin., General 25 0.1% 19 76.0% 6 24.0%

52.1401 Marketing/Marketing Management, General 105 0.4% 69 65.7% 36 34.3%

52.1899 General Merchand., Sales, and Related Marketing Opera., Other 1 0.0% 0 0.0% 1 100.0%

54.0101 History, General 18 0.1% 14 77.8% 4 22.2%

60.0577 Sports Medicine 4 0.0% 2 50.0% 2 50.0%

No Program in Student Record 26 0.1% 16 61.5% 10 38.5%

Total Students Enrolled, Fall 2012* 23729 100.0% 16105 67.9% 7624 32.1%

* Note: The total student count in this table is 431 less than the complete number enrolled, 24,160, shown earlier in this report, because some student records had insufficient information for inclusion in this table.

I±. Facility Assessment A professionally developed comprehensive facilities assessment is required. The assessment must identify and evaluate the overall condition of capital facilities under college control. The description must include facility age, use patterns, and an assessment of general physical condition. The assessment must specifically identify: a. Summary description of each facility (administrative, classroom, biology, hospital and etc.)

according to categories outlined in “net-to-gross ratio guidelines for various building types,” DMB-Office of Design and Construction Major Project Design Manual, appendix 7. If facility is of more than one “type”, please identify the percentage of each type within a given facility.

Macomb Community College hired the services of Integrated Design Solutions in 2009 and Hobbs & Black in 2012 to conduct facility condition assessments of the College’s south and center campuses, respectively. The facility condition assessments are available on the College’s public website. The assessments include summary descriptions of each facility, functionality of existing structures and space allocation, utility system condition, facility infrastructure condition and adequacy of existing utilities and infrastructure systems in their current state.

b. Building and /or classroom utilization rates (Percentage of rooms used, and percent capacity).

Identify building/classroom usage rates for peak (M-F, 10-3), off-peak (M-F, 8-10 am, 3-5 pm) evening and weekend periods.

At this time, Macomb Community College does not have an effective way of reporting building and classroom utilization rates from the software currently used to plan for and schedule classes.

c. Mandated facility standards for specific programs, were applicable (i.e., federal/industry standards

for laboratory, animal, or agricultural research facilities, hospitals, use of industrial machinery, etc.)

All of Macomb Community College’s programs fully comply with all applicable laws, general industry safety and health standards, construction safety and health standards, and administrative standards authorized by Public Acts and promulgated by OSHA, MIOSHA and other regulatory agencies.

d. Functionality of existing structures and space allocation to program areas served.

See facility condition assessment in the links below: South Campus Facility Condition Assessment 2009 Center Campus Facility Condition Assessment 2012

e. Replacement value of existing facilities (insured value of structure to the extent available).

The replacement value of the College’s facilities is posted to the College website as the 2012-13 Policy Property List Report as prepared by the Michigan Community College Risk Management Authority.

f. Utility system condition (i.e., heating, ventilation, and air conditioning [HVAC], water and sewage, electrical, etc.).

See facility condition assessment in the links below: South Campus Facility Condition Assessment 2009 Center Campus Facility Condition Assessment 2012

g. Facility infrastructure condition (i.e., roads, bridges, parking structures, lots, etc.).

See facility condition assessment in the links below: South Campus Facility Condition Assessment 2009 Center Campus Facility Condition Assessment 2012

h. Adequacy of existing utilities and infrastructure systems to current and 5-year projected

programmatic needs.

See facility condition assessment in the links below: South Campus Facility Condition Assessment 2009 Center Campus Facility Condition Assessment 2012

i. Does the institution have an enterprise-wide energy plan? What are its goals? Have energy audits

been completed on all facilities, if not, what is the plan/timetable for completing such audits?

Macomb Community College plans to reduce energy consumption and costs through the renovation of aged facilities as prioritized through the facility condition assessments. Energy audits have not been completed on the facilities as the buildings are not individually metered to track consumption and the cost to do so is significant. The College has researched grant funding for this purpose, but thus far has not found any viable funding sources to assist in this endeavor.

j. Land owned by the institution, and include a determination of whether capacity exits for future

development, additional acquisitions are needed to meet future demands, or surplus land can be conveyed for a different purpose.

At this time, the land owned by the College is considered to be sufficient for capacity.

k. What portions of existing buildings, if any, are currently obligated to the State building Authority and when these State Building Authority leases are set to expire.

The following buildings are currently obligated to the State Building Authority through the following lease expiration dates: University Center II (Tag CD: 99143); 2019 Emergency Training Center (Tag CD: 99248); 2028 Health Science and Technology (Tag CD: 99249); 2028

V. Implementation Plan

The 5-year comprehensive master plan should identify the schedule, by which the institution proposes to address major capital deficiencies, and:

a. Prioritize major capital projects requested from the State, including a brief project

description and estimated cost, in the format provided. (Adjust previously developed or prior year’s figures utilizing industry standard CPI indexes where appropriate). The highest priority Capital Outlay Project Request is the College’s South Campus C-Building as submitted as the 2015 Project and as approved for planning authorization in PA 102 of 2013.

b. If applicable, provide an estimate relative to the institution’s current deferred maintenance

backlog. Define the impact of addressing deferred maintenance and structural repairs, including programmatic impact, immediately versus over the next five years.

The College’s current deferred maintenance backlog (DMB) is in the facility assessment condition reports posted to the College website. Given the current and increasing DMB, the College Board of Trustees approved a three year renovation plan so that the aging facilities can be renovated in a planned and phased-in approach as it is impossible to address all of the needs immediately and serve the needs of students and community. Renovations are scheduled as follows and will be funded from the capital projects fund, technology fund and general fund via the facility and technology fee: 2014: South Campus E-Building (FCI of 22% deficient / poor condition); University Center Building-1 HVAC, Lighting, ADA and Roofing; Center Campus J-Building HVAC and chiller; Center Campus-S Building HVAC; parking lots and roadways at center and east campuses; 12 Mile Road crosswalk; safety/agency requirements, site work and exterior and interior work. Total projected costs: $15,648,349. 2015: South Campus C-Building (FCI of 23% deficient / poor condition) subject to construction and funding approval by the State of Michigan; Center Campus F-Building (FCI of 42% deficient / poor condition); Center Campus F-Building roof; safety/agency requirements, site work and exterior and interior work. Total projected costs: $13,898,049. 2016: South Campus G and H-Buildings (FCI of 22% deficient / poor condition) and Center Campus A-Building (FCI of 30% deficient / poor condition); Center Campus K-Building roof; South Campus G and H-Building roof; safety/agency requirements, site work and exterior and interior work. Total projected costs: $18,165,86.

c. Include that status of on-going projects financed with State Building Authority resources and explain how completion coincides with the overall 5-year plan.

There are no ongoing projects financed with State Building Authority resources.

d. Identify to the extent possible, a rate of return on planned expenditures. This could be expressed as operational “savings” that a planned capital expenditure would yield in future years.

Not Applicable

e. Where applicable, consider alternatives to new infrastructure, such as distance learning.

Not Applicable

f. Identify a maintenance schedule for major maintenance items in excess of $1,000,000 for fiscal year 2015 through fiscal year 2019.

See facility condition assessment on website and provided in the summary by year of the projects approved by the Board. We do not have authorization beyond 2016.

g. Identify the amount of non-routine maintenance the institution has budgeted for in its current fiscal year and relevant sources of financing.

Refer to f. above.

FISCAL YEAR 2015

CAPITAL OUTLAY PROJECT REQUEST

Institution Name: Macomb Community College

Project Title: South Campus C-Building Renovation

Project Focus: Academic

Type of Project: Renovation

Program Focus of Occupants: Business Administration, Information Technology, Humanities and Health

programs

Approximate Square Footage: 59,775 square feet of gross building area

Total Estimated Cost: $8.5 million

Estimated Start/Completion Dates: Goal to begin in January 1, 2015 with completion by end of November 2015

Is the Five-Year Plan posted on the institution’s public internet site? Yes

Is the requested project the top priority in the Five-Year Capital Outlay Plan? Yes

Is the requested project focused on a single, stand-alone facility? Yes

1. Describe the project purpose

In order to appropriately position the Business Administration, Information Technology, Humanities, and Health

programs for the future it is important to provide an updated physical presence at the College’s South Campus

by renovating C-Building. A substantial renovation of C-Building will address current deficiencies, meet current

ADA requirements, and improve the learning environment for our students for many years to come. C-Building

currently functions as a general classroom building for a variety of career-related and general education classes

and contains several computer labs.

The original buildings at Macomb Community College’s South Campus were built between 1964 and 1969.

Despite the fact that minor renovations, repairs and general maintenance have been performed over the last 40

plus years the infrastructure of South Campus C-Building no longer supports the needs of our current students

and faculty. South Campus C-Building is not energy efficient, no longer complies with many of the current

accessibility and code requirements and the roof is nearing the end of its expected life span. Mechanically and

electrically, all systems are aged, outdated, inefficient, limited with respect to capacity and in need of

replacement. Classrooms are small, lack flexibility, and need to be mediated and currently the building is not

equipped with the advanced systems necessary to support the technology needed to effectively teach in today’s

college classroom.

2. Describe the scope of the project.

Dedicated space and upgraded classrooms are required to support the Center for Health Careers, the

Humanities program, and the Business and Information Technology program housed in South Campus C-

Building. The renovations will also allow increase interaction between students and staff.

Center Health Careers

The health career area located on the first floor needs additional office space to house faculty and professional

staff.

Additional sinks need to be added in classrooms to address the health and hygiene requirements that all

students and staff must follow in the curriculum for this program.

Humanities Program

Speech and Media Communication classrooms need to be upgraded to include sound studios, track lighting and

sound proof flooring to meet the current standards of broadcasting.

At least one art classroom needs to include appropriate drawing tables and seating.

More efficient use of space will provide room for the Foreign Language classes to be located in the same

building with other Humanities classes allowing for greater peer-to-peer communication across the liberal arts

disciplines, thereby enhancing the Liberal Arts experience of our students.

Business and Information Technology Program

Enrollment in the Business and Information Technology disciplines increased between 2006 and 2010. There

was increased enrollment in Information Technology classes by an average of 8% per year and enrollment in

Business Administration classes increased by 7% per year. These increased enrollments now require the

institution to more efficiently use the existing space.

Classrooms should be designed to function interchangeably as general classrooms and computer labs by using

flexible/portable seating and learning surfaces coupled with basic computer/ Internet connectivity. These are

features of classrooms which support best practices in teaching and learning. These changes should allow the

classrooms to accommodate up to 35 students.

Higher end, specialized computer labs are required for networking, information security, and operating systems

classes. Seating for 24 students and sufficient space to store and work with a substantial amount of hardware

and supporting equipment is necessary.

Additional Improvements

Department offices for administrators and clerical staff should be relocated near the main entrance so staff is

easily accessible to students. Department offices are currently located at the south-end of the building while the

main entrance is at the north-end. Additional faculty offices currently located throughout the building should be

grouped in suites close to the departmental offices in order to maximize peer to peer communication and

collaboration. These changes will also improve communication with students and allow staff to assist them

finding their way around the building.

The renovated building will incorporate student meeting areas and provide minor renovations for Plant

Operations and the Campus Police department.

3. How does the project enhance the core academic and/or research mission of the institution?

The state’s investment in the renovation of South Campus C-Building will result in a more conducive learning

environment for its residents which will allow them to obtain higher skill levels and educational credentials

which will ultimately have a positive economic impact on the County.

4. How does the project enhance Michigan’s talent enhancement, job creation and economic growth

initiatives on a local, regional and/or statewide basis?

This project incorporates the State of Michigan’s Industry Clusters by supporting training needs and skill gaps in the workforce. The clusters that are present in this project will be; health care, information technology, and courses that support degrees in manufacturing.

Macomb realizes the demand for science, technology, engineering and math (STEM) attainment is critical for students, the community, and the institution to thrive. Our goal is to support STEM educational offerings by improving our faciltiies and creating innovating programs in all areas. Macomb is earmarking funding sources to support STEM education and STEM-related workforce skills by doing the following:

Utilizing the Trade Adjustment and Assistance Community College and Career Training Grant (TAACCCT) which was awarded to the college and will produce STEM curriculum and training programs.

Engaging business to help ensure that the college meets regional STEM-skill needs. Supporting and implementing new models of STEM education. Strengthening existing successful programs in STEM and developing innovative programs to prepare

students for professional positions in growing and emerging areas, such as the advanced manufacturing, information technology and health care professions.

Designing and/or strengthening university partners’ programs by strengthening the colleges educational technology programs through both curriculum and infracture improvements.

Developing collaborative programs within and outside to increase STEM academic offerings, increase STEM enrollment.

Improving and updating physical space and infrastructure to support STEM programs.

Macomb promotes science and technology education among adult, non-traditional, and international students

to prepare them to enter or advance in STEM-related careers.

Macomb partners with employers, unions, community-based organizations, professional studies, and continuing

education providers to offer workforce development programs in growing and emerging STEM areas.

The College utlizes Labor/InsightTM (Burning Glass) an interactive, report-generating application that delivers

real-time access to a comprehensive database of real-time demand data on the national, state, and regional

level. It’s a unique source of insight on what’s happening right now in the labor market, powered by the job

postings in which employers express their need for workers across the spectrum of industries and occupations.

5. How does the institution measure utilization of its existing facilities, and how does it compare relative to

the established benchmarks? How does the project help to improve the utilization of existing space and

infrastructure, or support the need for additional space and infrastructure?

At this time, Macomb Community College does not have an effective way of reporting building and classroom

utilization rates from the software currently used to plan for and schedule classes. The project will increase

utilization of the spaces by addressing the mechanical and electrical systems, which are all aged, outdated,

inefficient, limited with respect to capacity and in need of replacement. Technologically, the building is not

equipped with the advanced systems necessary to effectively teach in today’s college classroom. Simply

stated, the infrastructure of South Campus C-Building no longer supports the needs of our students and

faculty and improvement will ultimately result in more effective utilization of the facility.

6. Does the project address or mitigate any current life/safety deficiencies relative to existing facilities? If

yes, please explain.

Yes, the South Campus C building Project will incorporate the addition of a full wet fire suppression system.

While the lack of this fire suppressions system system currently poses no immediate danger to life/safety the

addition of this system greatly enhances the life/safety condition of the building.

7. How does the institution intend to integrate sustainable design principles to enhance the efficiency and

operations of the facility?

As Part of the College’s commitment to energy conscious design and sustainable building practices, all

materials and systems will be selected with the USGBC’s LEED Rating system in mind. The building will also

incorporate many green features such as low flow plumbing fixtures, improved building envelope thermal

performance and interior finish selections that improve indoor air quality.

8. Are match resources currently available for the project? If yes, what is the source of the match resources?

If no, identify the intended source and the estimated timeline for securing said resources?

Match resources are available from Macomb Community College’s capital project funds.

9. If authorized for construction, the state typically provides a maximum of 75% of the total cost for

university projects and 50% of the total cost for community college projects. Does the institution intend to

commit additional resources that would reduce the state share from the amounts indicated? If so, by what

amount?

The College has estimated that the budget of $8.5 million will be adequate for the South Campus C-Building

Renovation project.

10. Will the completed project increase operating costs to the institution? If yes, please provide an estimated

cost (annually, and over a five-year period) and indicate whether the institution has identified available

funds to support the additional cost.

The South Campus C-Building Renovation project is not expected to increase operating costs.

11. What impact, if any, will the project have on tuition costs?

The South Campus C-Building Renovation project is not expected to have any impact on tuition costs.

12. If this project is not authorized, what are the impacts to the institution and its students?

Planning authorization was received in PA 102 of 2013.

If the project is not approved, it will be to the detriment of the current and future students of Macomb

Community College. This will impact the institution’s ability to provide a more conducive learning

environment for students and delay the college’s ability to provide residents with advanced skills. .

13. What alternatives to this project were considered? Why is the requested project preferable to those

alternatives?

There is really no alternative for upkeep of the public’s investment in the buildings on the campus of Macomb

Community College. Delaying necessary improvements would lead to further deterioration of the building

resulting in a greater cost to the taxpayers in Macomb County and in the State of Michigan.

Renovating the building is the most effective option since it will allow the College to provide its constituents

with a more conducive learning environment that will serve them well into the future. Renovation is much

more cost effective than new construction and demonstrates to the community the importance of

maintaining the public’s investment in the College’s facilities.

MACOMB COMMUNITY COLLEGE BOARD OF TRUSTEESJames F. Kelly, Chairperson

Christine Bonkowski, Vice ChairpersonConnie Bolanowski, SecretaryRoseanne DiMaria, Treasurer

Frank Cusumano, TrusteeJoseph DeSantis, TrusteeNancy Falcone, Trustee

James Jacobs, Ph.D., College President