Institutional Research

Institutional Research

In accordance with Monroe County Community College’s mission to provide student-focused, quality education, its core belief in transparent practices throughout all operations and programs, and its evidence-based culture, MCCC engages in student learning assessment.

Systematically assessing student learning enables the college to determine whether we are achieving our mission by producing skilled, thoughtful citizens, which, in turn, creates dialogue among faculty and shapes teaching practices.  

General education – curriculum that prepares students to effectively communicate, think critically and be socially and culturally aware – assessment continues and program and course-level assessments are being developed to ensure that students possess expected competencies.  The Learning Assessment Committee is responsible for leading assessment endeavors.


Guided by the college’s mission, vision and core values, the Monroe County Community College Institutional Research Office enhances institutional effectiveness through actions outlined in the following mission pillars:

  1. Assessing student learning and academic programs,
  2. Collecting, analyzing and reporting data to advance college priorities,
  3. Establishing key performance indicators for student and institutional success
  4. Reviewing scholarly research involving human subjects, and
  5. Strategic planning
  6. Serving as the College's Office of Record for Institutional and Specialized Accreditation and Higher Learning Commission Accreditation Liaison.

For information on each of these mission pillars, review the links provided in the left- hand menu or feel free to contact:

Quri Wygonik
Director of Institutional Research, Planning and Accreditation
A-161 (Audrey M. Warrick Student Services/Administration Building)
Office: (734) 384-4237

Assessment of General Education

Fall 2015-Fall 2016 and Winter 2016-Winter 2017: General Education Competency Assessment Result
General Education Competencies, Outcomes, and Objectives
Working Instructional Assessment Plan


General Timeline
Assessment Schedule
2019 Updated General Timeline


2012-2013: Access and Evaluate Information, Speak Effectively, and Responsible Citizenship
2012 Results

Additional Information

Wendy Wysocki (Chair)
David Reiman
Joseph Dunne
JoEllen Locher
Dawn Lymond
Maris Fonseca
Cameron Albring (Recording Secretary)
Grace Yackee
Felice Moorman
Joanna Sabo
Paul Knollman

Program-level assessment encompasses degree programs within each of the divisions. In this form of assessment, the faculty with the division dean will gather and analyze the aggregate data of the required core courses within a program.

Effective program-level assessments are affected by the division mission statement, program mission statement and the culmination of course-level student-learning outcomes. They are ongoing and build a body of evidence for program improvement and program development.

Program-level assessment is a systematic way of monitoring whether students have actually acquired the skills, knowledge, and competencies intended by their program of study. The main purpose of the program assessment process is to evaluate how well intended program level student learning outcomes were achieved and develop strategies for improvement.

Program Maps

Application Software Specialist 
Business Management
CIS: Accounting/CIS 
CIS: App Development
CIS: Computer Science
CIS: Information Assurance and Security
CIS: PC Support Technician 
CIS: System Administration Specialist 
Construction Management Technology 
Criminal Justice 
Early Childhood Education
Electronics and Computer Technology
Fine Arts
Graphic Design: Digital Media / Illustraton / Web Design 
Industrial Electricity/Electronics
Mechanical Design Technology
Mechanical Engineering Technology
Nuclear Engineering Technology 
Registered Nursing
Practical Nursing
Respiratory Therapy
Welding Technology