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Use of Student Learning Evidence

Macomb uses evidence of student learning to identify areas where changes in policies and practices may lead to improvement. Data on student success is used to update the College’s Academic Mobility Policy. This policy creates a process used to assure that students are registered in appropriate classes. All students taking courses in English composition, Mathematics, Reading and English for Academic Purposes (EAPP) are required to meet the established course prerequisites. In order to assure that students are properly placed for success in these basic courses, the college has a "mobility period" in place. Mobility occurs most often in, but is not limited to, English and Math.

Macomb Community College’s participation in the Achieving the Dream initiative yielded a rich source of student learning data. An analysis of the data supported the implementation of the following initiatives enacted to improve student success.

  • Everyday Math course designed specifically for students whose degree does not require advanced mathematics training. This new course focuses on everyday applications of mathematic principles.
  • More frequent developmental math course meetings. Many developmental math courses now meet three times per week rather than once or twice.
  • Redesign of the College Success Course
  • A faculty-focused Excellence in Teaching and Learning Series of professional development workshops that is offered every semester. Sessions are led by faculty members with a focus on improving student success through engagement strategies and activities.

Curriculum Planning

Curriculum design and updates are faculty led and supported through the Office of Academic Development in the Center for Teaching and Learning. Numerous curriculum updates occur as approximately 250 curriculum actions are approved through the Curriculum Committee each year. Macomb has approximately 70 programs (with additional certificate, transfer and areas of study) and approximately 1,000 active courses. This is a fluctuating number as courses and programs are added, deleted and/or updated regularly to meet the needs of the current students and industry standards.

Professional Development

The 2017 Common Degree Outcomes assessment focused on competent thinking skills. In order to support faculty endeavors to incorporate competent / critical thinking instructional strategies into their instruction, the Center for Teaching and Learning offered a book discussion on Stephen Brookfield’s text Teaching for Critical Thinking: Helping Students Question Their Assumptions (2012). Faculty who participate in this book discussion series share ideas on how to help students think, read, and write critically using principles discussed by Brookfield. Faculty construct critical thinking expectations in first day handouts and model those critical thinking habits in classrooms. Faculty also develop their own personal pedagogic tool kits that include new ideas for classroom exercises, new approaches to designing course assignments, and new ways to assess students’ ability to practice critical analysis.