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MCC at a Glance

Metropolitan Community College MCC is a comprehensive, full-service public community college supported by the taxpayers of Dodge, Douglas, Sarpy and Washington counties. Its purpose is to provide high quality educational programs and services, primarily in career preparation and general education, to people of all ages and educational backgrounds.

Campus Locations

Hours of operation for Student Services, Advisors/Counselors, Testing Center, Financial Aid, Career Network Center and Veterans Services.

Additional information about MCC is available at the Institutional Research website and in MCC´s Self Study.


Founded

MCC was created in 1974 when the Nebraska State Legislature consolidated the original eight technical community college areas into six. That year, the programs, personnel, assets and liabilities of the former Omaha Nebraska Technical Community College Area merged with the Eastern Nebraska Technical Community College Area under a new name: the Metropolitan Technical Community College Area. In 1992, the Legislature voted to change the name to Metropolitan Community College Area.

Governance

The College is governed by an 11-member board of governors. The members represent five districts with one member at large. Members serve four-year terms.

Administration

To learn more about MCC´s organizational structure, view the Organizational Charts.

Accreditation

MCC is accredited by the Higher Learning Commission and is a member of the North Central Association. The accrediting bodies of various professional associations also approve many individual programs.

Mission and Vision Statement

Our mission is to serve our community with distinction. We are a role model in higher education. We will deliver:

  • Quality learning opportunities.
  • Lifelong educational programs.
  • Services that support personal and professional enrichment and training.
  • Programs and services which stimulate economic and workforce development.
  • Courses and programs which provide a transferable path to baccalaureate institutions.
  • Career/vocational education supporting business and economic partnerships.
  • A positive learning environment that promotes student success.

Our vision is to become the community´s number one resource for post secondary learning. We will exceed expectations for value, quality, community access and student choice.

Financials

In 2011-12, MCC derived most of its revenue from state aid (25.1%) and property taxes (42.6%). The remainder came from tuition and fees (31.7%) and other sources (0.6%).

Faculty/staff (2011/2012)

  • 253 full-time faculty
  • 850 part-time faculty
  • 747 full-time staff*
  • 33 part-time staff

*Includes 247 full-time faculty (as of 11/12)

Student Profile (2011/2012)

  • Average age: 29.3
  • 40.9% full time, 59.1% part time (in Fall 2011)
  • 56.8% female, 43.2% male
  • 26% minority

Enrollment

2011-12 enrollment was 32,765 credit students and 17,374 noncredit students.

Average class size

14 students per class.

Programs

MCC offers more than 100 one- and two-year career programs in business administration, computer and office technologies, culinary arts, industrial and construction technologies, nursing and allied health, social sciences and services, and visual and electronic technologies, as well as academic transfer programs. General support courses, classes for business and industry and continuing education courses also are important parts of the College´s service to the community.

Costs and Fees

  • Go to listing of Tuition and Fees

    *NOTE: The College´s tuition and fees schedule is subject to change without prior notice by and at the discretion of MCC.

Graduates

During the 2011-12 academic year, 1,880 students graduated from MCC. Students graduated with associate degrees, certificates of achievement, specialist diplomas and GEDs.

Economic Impact

A 2013 economic impact study by Ernie Goss & Associates quantifies just how much MCC’s activities benefit its four-county service area and beyond. A few highlights:

  • Brain gain. When students take classes at MCC, earn a certificate or graduate with a degree, Nebraska’s economy benefits.
  • In 2012, MCC added $93.8 million to the economy via brain gain.
  • Seventy-four percent of MCC graduates stay in Nebraska to work.
  • Area attractiveness. The presence of training and higher education programs increase the attractiveness of the community and encourage the startup and/or relocation of other businesses in the state, influencing growth in non-education industries.
  • Unemployment. The presence of MCC reduces unemployment in one of Omaha’s most economically disadvantaged areas.
  • Jobs. MCC supports directly and indirectly about 5,275 jobs in the state.

Learn more about the 2013 study: Moving Nebraska Forward: Economic Impact of MCC

Previous economic impact studies included a 2009 study conducted in partnership with the Nebraska Community College Association. MCC hired Economic Modeling Specialists Inc. of Moscow, Idaho, to provide the public with a clearer picture of the College’s impact on the local economy. The model EMSI used to measure MCC’s impact on the economy took more than a year to develop and has been subjected to peer review and field-tested on more than 350 different community and technical colleges throughout the United States and Canada. The results are based on solid economic theory, carefully drawn functional relationships and a wealth of national and local education-related data.

To learn more about the 2009 study, view the Executive Summary and summaries by perspective: Taxpayer Perspective Summary, Social Benefits Perspective Summary, Business Perspective Summary and Student Perspective Summary.

 

Self Study

Executive Summary

Complete Self Study
 

Contents

Figures and Tables

Chapter 1: Introduction

Chapter 2: General Institutional Requirements and Federal Compliance

Chapter 3: Criterion 1- Mission

Chapter 4: Criterion 2- Governance

Chapter 5: Criterion 2- Human Resources

Chapter 6: Criterion 2- Physical Resources

Chapter 7: Criterion 2- Financial Resources

Chapter 8: Criterion 3 – Instructional Programs

Chapter 9: Criterion 3 - Student Services

Chapter 10: Criterion 3- Outcomes Assessment

Chapter 11: Criterion 4 - Organizational Stability and Planning

Chapter 12: Criterion 5 – Integrity

Chapter 13: Request for Institutional Change, Distance Education

Appendices

 

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